We have walked twenty miles.And we still have ( )twenty miles to go. 1、another 2、other 3、the oth
歌名：「Remember The Name」〖记住这个名字〗
演唱：Fort Minor
You ready? Let's go!〖准备好了？一起来吧〗
Yeah, for those of you that want to know what we're all about〖为了那些想知道我们都是什么样的人〗
It's like this y'all (c'mon!)〖就像这样〗
This is ten percent luck〖10%的运气〗
Twenty percent skill〖20%的技巧〗
Fifteen percent concentrated power of will〖15%的意志凝聚〗
Five percent pleasure〖5%的欢愉〗
Fifty percent pain〖50%的痛苦〗
And a hundred percent reason to remember the name〖和100%的理由去记住这个名字〗
Mike〖Mike〗
He doesn't need his name up in lights〖他不需要他的名字闪耀光芒〗
He just wants to be heard whether it's the beat or the mic〖他只希望他的声音通过节奏或者麦克风被人们听到〗
He feels so unlike everybody else, alone〖他的感觉和每个人都不一样〗
In spite of the fact that some people still think that they know him〖尽管事实上有些人仍然认为他们了解他〗
But fuck em'〖但他们错了〗
He knows the code〖他知道规则〗
It's not about the salary〖不是关于薪水〗
It's all about reality and makin' some noise〖都是关于现实 那么来点欢呼〗
Makin' the story〖创造一个传奇〗
Makin' sure his clique stays up〖确信他的团队还在〗
That means when he puts it down Tak's pickin' it up(Let's go!)〖就是说 当他写完 Tak接下去〗
Who the hell is he anyway?〖他到底是怎样的人？〗
He never really talks much〖他从来话都不多〗
Never concerned with status but still leavin' them star struck〖也从不关心什么身份地位 虽然人们都崇拜他〗
Humbled through opportunities given to him despite the fact〖他谦逊地等待机会的到来〗
That many misjudge him because he makes a livin' from writin raps〖尽管很多人都误解他 因为他以创作rap为生〗
Put it together himself, now the picture connects〖他自己把歌曲组合 于是画面展现〗
Never askin for someone's help, to get some respect〖他从不寻求别人的帮助 或者为了获得尊重〗
He's only focused on what he wrote, his will is beyond reach〖他只专注于他的创作 他的意志超越我们想象〗
And now when it all unfolds, the skill of an artist〖现在一切都呈现出来了 一个艺术家的技巧〗
This is twenty percent skill〖这是20%的技巧〗
Eighty percent beer〖80%的啤酒〗
Be one hundred percent clear 'cause Ryu is ill〖100%明显的Ryu很棒〗
Who would've thought that he'd be the one to set the west in flames〖他曾想成为燃烧西部的一个人物〗
And I heard him wreckin' with The Crystal Method,Name Of The Game〖我听说他和Crystal Method乐队创作了歌曲《游戏之名》〗
Came back dropped Megadef, took 'em to church〖回来之后发行了专辑《Megadaf》,去教堂祈祷吧〗
I like 'bleach, man, why you have the stupidest verse?〖我喜欢《bleach》这首歌,伙计,你的歌词怎么这么愚蠢?〗
This dude is the truth, now everybody be givin' him guest spots〖这是事实,现在每个人都请他(Ryu)合作〗
His stock's through the roof I heard he fuckin' with S-Dot!〖他的人气直线上升 我听说他正和Jay-Z一起工作〗
This is ten percent luck〖10%的运气〗
Twenty percent skill〖20%的技巧〗
Fifteen percent concentrated power of will〖15%的意志凝聚〗
Five percent pleasure〖5%的欢愉〗
Fifty percent pain〖50%的痛苦〗
And a hundred percent reason to remember the name〖和100%的理由去记住这个名字〗
They call him Ryu, he’s sick〖他们说 Ryu他很棒〗
And he’s spittin fire with Mike〖他正和Mike一起‘喷火’〗
Got him out the dryer he's hot〖看得出他现在很火〗
Found him in Fort Minor with Tak〖在Fort Minor里和Tak一起配合〗
What a fuckin’ nihilist porcupine〖什么他妈的虚无主义〗
He's a prick, he's a cock〖他是个*巴〗
The type women want to be with〖女人喜欢这类型的〗
And rappers hope he get shot〖说唱乐手希望他被枪杀〗
Eight years in the makin'〖8年的‘修炼’〗
Patiently waitin to blow〖耐心地等待着爆发〗
Now the record with Shinoda's takin' over the globe〖现在正和Shinoda带着专辑走向国际〗
He's got a partner in crime his shit is equally dope〖他和搭档一起，做出的东西酷毙了〗
You won't believe the kind of shit that comes out of this kid's throat〖你不会相信这样(棒)的歌曲出自这小子的口中〗
Tak〖Tak〗
He's not your everyday on the block〖他不像你们每天在街头晃悠〗
He knows how to work with what he's got〖他知道如何利用他所得到的〗
Makin' his way to the top〖用他的方式达到顶峰〗
He often gets a comment on his name〖他常听到对他名字作出的评论〗
People keep askin him was it given at birth〖人们不断地问他是否出生就有〗
Or does it stand for an acronym?〖还是象征一种简称?〗
No, he's livin' proof〖不，他就是这样生活〗
Got him rockin' the booth〖人们都欣赏他的歌曲〗
He'll get you buzzin' quicker than a shot of vodka with juice〖他的语言会让你得到比果汁伏特加更迅速的震撼〗
Him and his crew are known around as one of the best〖他和他的伙计组成众所周知的最棒的团队之一〗
Dedicated to what they do and give a hundred percent〖一心一意为他们所做的付出100%的努力〗
Forget Mike〖忘记了Mike〗
Nobody really knows how or why he works so hard〖没有人真正知道为什么他如此努力〗
It seems like he's never got time〖好像他从没有休息的时间〗
Because he writes every note and he writes every line〖因为他写下了每一个音符,写下了每一句歌词〗
And I've seen him at work when that light goes on in his mind〖我看到过他工作时灵感闪现的那一刹那〗
It’s like a design is written in his head every time〖就像在脑中预先设计好一样〗
Before he even touches a key or speaks in a rhyme〖在他豁然开朗,或者唱出韵律之前〗
And those motherfuckers he runs with, those kids that he signed〖那些和他一起的家伙 还有他签下的歌手〗
Ridiculous, without even tryin', how do they do it?〖天哪,甚至没有尝试,他们怎么就做出了这样(棒)的东西?〗
This is ten percent luck〖10%的运气〗
Twenty percent skill〖20%的技巧〗
Fifteen percent concentrated power of will〖15%的意志凝聚〗
Five percent pleasure〖5%的欢愉〗
Fifty percent pain〖50%的痛苦〗
And a hundred percent reason to remember the name〖和100%的理由去记住这个名字〗
This is ten percent luck〖10%的运气〗
Twenty percent skill〖20%的技巧〗
Fifteen percent concentrated power of will〖15%的意志凝聚〗
Five percent pleasure〖5%的欢愉〗
Fifty percent pain〖50%的痛苦〗
And a hundred percent reason to remember the name〖和100%的理由去记住这个名字〗
Yeah
Fort Minor, M. Shinoda
Styles of Beyond
Ryu, Takbir
Machine Shop
此题是一个选择问句。
be culture smart or be science intelligent?是要文化所带来的聪慧，还是要科学带来的智能？culture用来强调smart的方式。be smart, be culture smart。同理 ，science是intelligent的方式，be intelligent, be science intelligent.
例文4篇，仅供参考---
1.
Good afternoon，ladies and gentlemen，distinguished guests and honorable judges:
I’m xxxfrom E810. It is my great honour to share my viewpoints on Culture Smart or Science Intelligent with you.
This question resemble Mother or Fanther, who do you like better. Most of us will chose mother, when we were young, we always song Mum Is The Best In The World told us.
Here I wnna make an analogy, Let’s likened Culture Smart to Mother, likened Science Intelligent to father.
Formerly, as is the nature’s call:we like mother for almost five thousand years, she gives us the most long-standing history of civilization in the world. It is no exaggeration to say that the culture of our country is the most brilliant in the world. as it turned out, we have a great distance between our father Science Intelligent.Therefore he give us only the four great inventions of ancient China, which included powder ,compass, papaermaking, and printing,moreover, we didn’t make full use of it,
On the contrary, our brother western countries are fond of father Science Intelligent obviously, Because father gives them many technology which helped them become developed country.
Meanwhile we are always proud of our culture,For example, our abundant cultural deposits which made our civilization like a shining star in the darkness. When people mentioned about the human civilization, we have to refer to our China, because Chinese culture is the most historical and brilliant culture in the world.
But, by the way our technology has get far behind the western countries.
Unfortunately,one day, They attacked us with our own invention powder .our father sent his sons western countries to give us a good beating, because if we fall behind,we will be punished by those who are one-up. we do nothing about it, because what we have is just culture,rather than defence of hign technology.
Evidently ,god is fair, God closed a door and will open another window for you.
Here I wanna share a story that my history teacher told me. Once upon a time, There was a couple, they had two children ,the elder brother liked reading, he could acquire much knowledge from books in his study ,the younger brother was a behaviourist, no matter what kinds of problems in front of him, he will take action to solve it, all he believed was that the practice is the sole criterion for testing truth. So he made a plan to travel around the world, Decades years past, they both became adults ,the elder brother had become a teacher at his hometown (at the local) ,He tought Confucian culture for many children. He imparted knowledge and culture to people, However, his younger brother came back home with many manual skills, for example he learned how to make gizmos, such as windmill which helped the local farmers in Irrigating crop fields, and the round wheels which made transportation more convenient and so on.
All right, Let's keep on track. Culture Smart or Science Intelligent like these two brothers, who is better? The answer is both are good, They are as close as two siblings, two brother can never be divided.
2.
Good morning, Ladies and Gentlemen: thanks for raising your attention. It’s a pleasure for me to share my point of view of the topic with you all. Well ,the topic I’m going to deal with is “culture smart or science intelligent”.
When the topic first caught my eye , the great artist Leonardo Da Vinci occurred to me . As is known to all, Leonardo has a gift for the paining, so there are many famous painting works drawn by him which are really impressive ,such as the well-known portrait Mona Lisa, however , he is not only an artist ,but a great inventor and a scientist. Everything he saw , heard , or experienced was an opportunity to learn something new, in another word , everything fascinated him. Therefore , according to his notebook , we found many inventions that were full of imagination and some theories about optics , which did help Leonardo’s paintings to be more vivid. So , I believe that the culture and science can be compatible, rather than an alternative.
As far as I’m concerned , the intelligent one in science may be a clever one , while the smart one in culture might be wisdom. Someone once said , the elimination of culture leads to the disappearance of civilization, this proves that we need the guidance of culture smart . On one hand , the culture provides ideological power to science and technology , on the other hand , culture prevents the tendency of extremity of science and technology . Nevertheless, there’s no doubt that the science and technology take the supreme lead of the productivity. Without the advanced science and technology , no achievements or progress would be made .What the distinctive feature of science is its commitment to an open-ended exploration. Then , my conclusion is the science and culture are not antagonistic, instead , they’re the complement.
Life is a multiple-choice exam , so I believe the answer is not an only certain thing. I’d like to compare the science to the composition of a painting , while the culture to the color of the painting ; the science is just like the heart , and the culture is our mind. Culture motivate science , and science develop culture.
3.How often have we not been told that the study of physical science is incompetent to confer culture; that it touches none of the higher problems of life; and, what is worse, that the continual devotion to scientific studies tends to generate a narrow and bigoted belief in the applicability of scientific methods to the search after truth of all kinds ? How frequently one has reason to observe that no reply to a troublesome argument tells so well as calling its author a "mere scientific specialist." And, as I am afraid it is not permissible to speak of this form of opposition to scientific education in the past tense; may we not expect to be told that this, not only omission, but prohibition, of "mere literary instruction and education" is a patent example of scientific narrow-mindedness?
I think that we must all assent to the first proposition. For culture certainly means something quite different from learning or technical skill. It implies the possession of an ideal, and the habit of critically estimating the value of things by comparison with a theoretic standard. Perfect culture should supply a complete theory of life, based upon a clear knowledge alike of its possibilities and of its limitations.
What Science Offers the Humanities: Integrating Body and Culture
What Science Offers the Humanities examines some of the deep problems facing current approaches to the study of culture. It focuses especially on the excesses of postmodernism, but also acknowledges serious problems with postmodernism's harshest critics. In short, in order for the humanities to progress, its scholars need to take seriously contributions from the natural sciences-and particular research on human cognition-which demonstrate that any separation of the mind and the body is entirely untenable. The author provides suggestions for how humanists might begin to utilize these scientific discoveries without conceding that science has the last word on morality, religion, art, and literature. Calling into question such deeply entrenched dogmas as the "blank slate" theory of nature, strong social constructivism, and the ideal of disembodied reason, What Science Offers the Humanities replaces the human-sciences divide with a more integrated approach to the study of culture.
Technology and Culture have both influenced each other equally. Technology has been directed as an improvement in our lives, but on the other hand, Culture has been present in every invention, noticeable or not, and advancement in our evolving society. Technology is becoming focused upon more and more everyday, but culture is the determining factor that decides if there is a necessity for an improvement. There are endless views and perspectives that this situation can be viewed from, but without a doubt, Technology and Culture shape one another. Culture has been a part of our society, and way of life, forever. It is almost impossible to come up with an idea that isnt influenced by culture. Picture our lives without cars, television, and computers. This would be an example of everyday life without technology. People could function happily in that type of atmosphere, but technology has changed our lives forever. Technology has changed our pace and perspective on education. Students would have to go to libraries and spend a lot of time researching to find out information for class assignments, but with technology students can find almost anything on there home computers and by accessing the internet. Technology has definitely become the authoritative factor in our lives, but culture has shaped technology. Technology is made and used in such a variety of ways because many people who use the technology of today come from all walks of life and have different necessities, so to compensate for that technology must adapt to all different cultures.
4.
Culture Smart or Science Intelligent
Good evening，ladies and gentlemen，distinguished guests and honorable judges:
It is my great honour to share my viewpoints on Culture Smart and Science Intelligence with all of dear audience present.
As is known to us all that our contemporary lives and the society in current are undergoing profound changes with the promoting development of science and technology. However, have we realized the estrange and departure of our culture against the background on which the positive achievements have been brought by science and technology. Which course should we take in culture smart and science intelligence as the issue on social development is concerned in the process of ultrahigh-speeded urbanization? My viewpoint is clear an firm, that is the cultue smart.
It is generally accepted by the broad mass that science and technology take the supreme lead of the productivity. No achievements nurtured by civilization in our contemporary society can be created without the development of science and technology and the society will fall to its stagnant pace. Thanks to the progress made by the advancing science and technology, especially the development of intelligentization, schemed out by robots, unmanned driving and digital platform, offers great convienience to both the production and daily lives of human beings and promotes the social progress.
But under no circumstances should we admit that a series of problems on environment and social ethics concerning environment pollution, ozonocavity, greenhouse effect, colon human and nuclear deterrent occurred against the prosperity carried out by science and technology. So how can we spare no effort on keeping such problems from deterioration in all possibilities? What development pattern will be on science and technology in future?
The answer is that we need the guidance of culture smart. When we talk about culture, we may regard it as the tradition and history, but how can the intelligentization of science and technology be guided by the culture smart? Here I want to put it that culture is not like a pond filled with stagnant water, but a dynamic system. We can never draw a conclusion of culture as “the deposit of history”, what’s more, we should make it clear that the culture defines our present and future. Modernization, of any kind or shape, shares no alteration on its starting point but the commencement of culture. If not the modernization will inevitably fall to the situation where the water has no source and the tree has no root. The development of science and technology takes no exception on this.
The ultrahigh speed of the development of contemporary science and technology contributes no efforts on science and technology itself, but the ideological motivation and the promotion spurred by the ideological power offerd by culture smart. Karl Poopper once said, the elimination of culture leads to the disappearance of civilization. It is obviously that if the promotion effect had been omitted, the science and technology could have been far-reached.
The culture smart guides our society into stability and prosperity. We need culture smart because on the one hand, culture provides ideological power to science and technology, on the other hand, culture prevents the tendency of extremity of science and technology. The current problem concerning colon human, outerspace utilitization and nuclear weapon byproducted by contemporary science and technology call for the development in a just course on the sphere of culture. The wisdom-vacanted culture and the extremized science and technology will throw a great threat to the survival of us human beings and the world peace.
So, ladies and gentlemen, I think that the culture wisdom is our “root” and we need the root that supports our belief, the negation of the root casts its reflections on history and the existence of us human beings. So only in the manner of settling on the basis of culture smart can we make it helpful to the development of science and technology in a just course, the continual progress of human society, the prosperity and peace.
Thank you!
Both science itself, and the human culture of which it is a part, would benefit from a story of science that encourages wider engagement with and participation in the processes of scientific exploration. Such a story, based on a close analysis of scientific method, is presented here. It is the story of science as story telling and story revising. The story of science as story suggests that science can and should serve three distinctive functions for humanity: providing stories that may increase (but never guarantee) human well-being, serving as a supportive nexus for human exploration and story telling in general, and exemplifying a commitment to skepticism and a resulting open-ended and continuing exploration of what might yet be. Some practical considerations that would further the development and acceptance of such a story of science as a widely shared nexus of human activity are described.
Culture Smart or Science Intelligent?
Science and Culture
What is science? How does it relate to our lives as individual human beings? to other aspects of our social and cultural communities?
What is our future? ...our own role in and responsibility for the future? Can empirical inquiry help with such questions?
How does empirical understanding relate to other kinds of understanding? Are they necessarily antagonistic or can they usefully complement one another?
Division and specialization of function – science school and culture school
The intention is to retain traditional methods of teaching science, but to adjust the quantity of this kind of rigorous education to the abilities and attitudes of the student. This implies that it would be more educationally efficient for weaker students to spend just one or two hours per day learning science in a rigorous and ‘didactic’ classroom situation than to spend much longer in less-structured forms of classroom experience. At least, it is known from extensive experience (with elite students) that traditional methods are an effective and efficient way of teaching science.
A general understanding of efficiency in systems suggests some principles which would be likely to lead to greater science education efficiency. Perhaps the most frequent way in which human (and biological) systems are able to increase their efficiency is the principle of ‘division of labour’ which was first articulated by the economist Adam Smith. Division of labour increases the complexity of organization by specialization of function, and coordination of these specialized functions. Smith’s famous example involved a pin factory, in which the procedure for making a pin was broken down into numerous simpler, more-specialized sequential steps; and these steps were coordinated by managers leading to vastly increased efficiency (as measured by the numbers of pins produced per person per day) [8].
When the modern school is examined in this light, it can be seen that there is already considerable specialization. For example teachers are specialized according to age of children taught, subject matter expertise, and administrative responsibilities. Schools are also internally specialized by age stratification and academic aptitude of students (also, sometimes, by the sex or socio-economic class of students). However, logically there is a further possible division of function. My proposal is that the efficiency of science teaching might be increased by introducing a functional division between science education, and what might be termed cultural education - which would include arts, sports, ethics, social aspects of schooling and any other educational objectives such as good citizenship.
Schools might have an internal functional division into ‘science school’ and ‘culture school’. This functional division should be reflected in terms of physical plant, separate administrative structures, and the recruitment of differently-specialized teaching personnel. These divisions would be characterized by the nature of their system-characteristic internal evaluations. For instance, the evaluations within science school would be relatively narrow and more examination-focused than in the culture school. In science school the performance of both teaching staff and students would be judged mainly (although not exclusively) by scientific criteria, including formal examination results. Science school would be distinguished by its academic ethos and scholarly expectations. The focus of science school would be to inculcate the aptitude for abstract systematic cognition.
For example, an existing school might become physically divided between science and cultural parts, each on distinct parts of the campus. Each student would spend some significant part of each day (depending on their aptitude and motivation) in the ‘science school’, experiencing a traditional-style, didactic, disciplined and rigorous academic education which is (so far as we can tell) the best way to teach real science at the basic level. Science school teaching would need to be stratified according to ability and aptitude, since this is more efficient than teaching widely-mixed classes. Different strata of students could be taught from a broadly common curriculum (enabling educational credit accumulation and transfer); but different abilities of student would cover different amounts of subject matter, different specific subjects, and progress at different speeds.
The remainder of the students’ time at school would be spent in the cultural division, which would focus on broader aspects, and aiming to generate a more rounded and social individual. Examinations in culture school would be much more based on participation, sustained effort, attitudes, attendance etc. Inevitably, since it has many aims and a wider focus, culture school would apply many evaluations to its teachers and students. Inevitably, too, these evaluations would be less clear-cut and more contested.
other 泛指其他的
the other 除了所提部分之外的另一部分
我们已经走了20公里，而我们还有另外二十公里要走
祝楼主进步
1 不确指的另外一个
望采纳~
another.直译是：我们已经走了20分钟，但是我们仍然还有另一个20分钟的路程要走。
仲送施泰：[答案] another 另外的 other 泛指其他的 the other 除了所提部分之外的另一部分 我们已经走了20公里,而我们还有另外二十公里要走
新平彝族傣族自治县17857995176： 这句简单的美国谚语什么意思呢? - ？
仲送施泰： 美国印第安人有句话在书中出现,“Don't judge a man until you have walked two moons in his moccasins”.直接翻译是先穿着他的鞋走过两个月亮再来审判他.意思是,没置身在他的处境,别审判他.
新平彝族傣族自治县17857995176： We have walked twenty miles.And we still have ( )twenty miles to go. 1、another 2、other 3、the oth - ？
仲送施泰： another 另外的other 泛指其他的the other 除了所提部分之外的另一部分我们已经走了20公里,而我们还有另外二十公里要走祝楼主进步
新平彝族傣族自治县17857995176： 4. We have walked for two hours. Can we___ - (休息) ? - ？
仲送施泰：[答案] 4. take a break
新平彝族傣族自治县17857995176： 一道对话的英语题 - We walked twenty miles today. - I never guessed you could have walked -- long . - ？
仲送施泰：[选项] A. as B. this C. that D. such 选C,为什么?
新平彝族傣族自治县17857995176： 英语8.“We could have walked to the station as it was so near.” - ？
仲送施泰： 第一句话的意思:路那么近,我们本该走到车站的.could have done本来应该,与过去事实相反,要用could/should/would/might加上have done 第二句话的意思是:根本没有必要叫出租车.因为的确没有必要,与过去事实没有相反关系,所以选A.
新平彝族傣族自治县17857995176： shall we have a rest? 和 let's have a rest, shall we?有无区别? - ？
仲送施泰： 第一个shall是情态动词 第二个shall是因为let's后的反意疑问句才必须用shall we 或will we 的 如果把第2句的let's 分成 let us 那就不能用shall了,所以很明显是不同了
新平彝族傣族自治县17857995176： 我们已经走得太远,以至于忘了为什么而出发的英语原文,顺便说下这是纪伯伦的什么文章的话 - ？
仲送施泰： 出自纪伯伦的《先知》,抱歉找不到英文原版 我的翻译是We've moved so far that we forgot the purpose of our leaving
新平彝族傣族自治县17857995176： Dear. We have walked? > 什么意思?？
仲送施泰： 亲爱的,我们走吧
新平彝族傣族自治县17857995176： 简单的英语句子成分分析 You can't imagine what difficulty we had - ____ - home in the snowstorm. - ？
仲送施泰：[选项] A. walked B. walk C. to walk D. walking 还有后面是个什么从句.
