这里的was为什么要用过去式，英语时态问题，这句英文什么意思？，Almost Here 歌词 翻译，Almost Home 歌词...
这里的was为什么要用过去式
I was waiting for a bus 和 A cart and horse was seen in the distancit 都是指说话前发生的事情，暗含 “刚才” 的意思。第一句意思是 “刚才我正等你来着”，第二句意思是 “刚才看到远处有一辆车来着”。 另如，你在说话前不知道的情况下闯入开会的的房间，这时候会说 “对不起，不知道你们正开会”，用英语应该是 Sorry, I didn't know you were having s meeting. 所以用过去时是因为现在你已经知道了。
英语时态问题
一、一般将来时
[第一要素]一般将来时的概述
一般将来时表示将来某个时间要发生的动作或存在的状态，也可以表示将来经常或反复发生的动作。常常和表示将来的时间状语连用，如：tomorrow，next week，in 2008等。请看表演秀：
Li Lei will visit her grandmother tomorrow morning. 明天上午，李蕾将去看望她奶奶。
[第二要素]常见结构大比拼
1. “be going to＋动词原形”结构用来表示按照主观意图打算或按计划，安排将要做的事，有“打算、就要”的意思。也常用于表示从迹象上表明将要发生的事情，多指个人主观臆断的推测。如：Look at the clouds. It’s going to rain. 看这些云，要下雨了。
2. “shall或will＋动词原形”指对将来事物近期或远期的预见，表达个人主观意图以及征求对方意见或表示客气的邀请。在书面语中，shall多用于第一人称；在口语中，will可以用于任何人称。如：I shall/will show my photos to you next Monday. 我下周一给你看我的照片。
[第三要素]句型转换秀
1. “be going to＋动词原形”结构的一般疑问句是将be的相应形式前移到句首，即“Are/Is/Am＋主语＋going to＋动词原形＋其它？”。其否定句是在be动词的相应形式后加not.如：
（1）They are going to play football this afternoon.（肯定句）
（2）Are they going to play football this afternoon？（一般疑问句）
（3）They are not going to play football this afternoon. （否定句）
2. “shall/will＋动词原形”结构的一般疑问句是将shall或will前移到句首，即“Shall/Will＋主语＋动词原形＋其它？”。其否定句是在shall或will后加not.如：
（1）Our teacher will come back very soon. （肯定句）
（2）Will our teacher come back very soon？（一般疑问句）
（3）Our teacher won’t come back very soon. （否定句）
-------------------------------------------------------------------
一般将来时的用法
一般将来时的谓语动词构成
I/ we shall work
he/ she/ it/ you/ they will work
shall用于第一人称，在美语中除了疑问句中的第一人称用“shall”外，其余都用“will”。
will在陈述句中用于各人称，在疑问句中常用于第二人称。
一般将来时的用法（1）
表示将要发生的动作。
Perhaps I shall (will) pay a visit to France this winter.
我可能在今年冬天到法国观光。
We shan't (won’t) be free tomorrow.
我们明天没空。
Will you be at home at seven this evening?
今晚七点你会在家吗？
The agreement will come into force next spring.
协议将在明年春天生效。
常用于此类情况的时间状语有：
1.表示未来的时间状语
tomorrow明天，next year明年，from now on从现在起，in a month一个月之后，in the future将来，等。
2.包含现在的时间状语
today今天，this evening今天晚上，this week这个星期，this month这个月，this year今年，等。
一般将来时的用法（2）
“be going to +不定式”多用于口语中，表示打算、将要发生的事。
What are you going to do tomorrow?
明天你要干什么？
We are going to visit the Summer Palace next week.
下个星期我们要去参观颐和园。
Look at the dark clouds, there is going to be a storm.
看那乌云，暴风雨快来了。
一般将来时的用法（3）
“be +不定式”表示安排或计划好了的动作。
When are they to hand in their plan?
他们的计划什么时候交上来？
The queen is to visit Japan next year.
女王将于明年访日。
一般将来时的用法（4）
“be about +不定式”表示即将发生的动作。
He is about to retire.
他即将退休。
The English evening is about to begin.
英语晚会即将开始。
注意：be about to 一般不与时间状语连用。
一般将来时的用法（5）
come，go等动词用“一般现在时”表示按规定、计划或时间表将要发生的事。
He starts next week.
他下个星期出发。
We leave very soon.
我们很快就离开。
The train starts at 10 o'clock in the morning.
火车将在早上10点开出。
这类用法限于表示"移动"的动词：come来，go去，leave离开，start出发，begin开始，arrive到达，depart离开，stay逗留，等。
一般将来时的用法（6）
come，go等动词在口语中用“现在进行时”表示主语计划将要作的动作。
They are leaving for New York tomorrow.
明天他们将要动身前往纽约。
Is your brother departing soon?
你的兄弟很快就要启程吗？
这类情况常与come来，go去，leave离开，start开始，begin开始，arrive到达，depart离开，stay逗留，等动词连用。所用的动词必须是动作而不是状态，主语必须是人。
come，go等动词的用法比较
come，go等动词用“一般现在时”表示按规定、计划或时间表将要发生的事。（较为严格，正式；主语可以是人，也可以是交通工具、会议、戏剧或电影。） come，go等动词在口语中用“现在进行时”表示主语计划将要作的动作。（较为宽松，主语必须是人。）
The train leaves the station at 11:20.
火车将在11点20分离站。
We are leaving for Boston next week.
我们将在下周前往波士顿。
What time does the film begin?
电影几点开映？
Is your sister staying here long?
你的姐妹在这儿会逗留很长时间吗？
He starts next week.
他下周出发。
She is departing soon.
她很快就要动身。
will和be going to的选用原则
1. 关于“打算”
原先作好的打算用“be going to”。
“Kate is in hospital.” “Yes, I know. I am going to see her this afternoon.”
“凯特在住院。”“是的，我知道。我下午要去看她。”
说话时即时的打算用“will”。
“Kate is in hospital.” “Oh, really, I didn’t know. I will go and see her at once.”
“凯特在住院。”“哦，是吗？我都不知道呢。我得马上去看她。”
2. 关于“预料”
在有迹象表明的情况下的预料用“be going to”
Look at the clouds. It’s going to rain.
你看天上的云。快下雨了。
My God! We are going to crash.
天哪！我们快撞车了。
在没有迹象表明的情况下进行的猜测用“will，be going to”皆可。
I think the weather will be nice.
I think the weather is going to be nice.
我想天会晴朗。
Do you think the car will start?
Do you think the car is going to start?
你想车能发动起来吗？
当动词表示内心活动时，表示猜测的句子必须用“will”
I think she will like the cake I made for her.
我想她会喜欢我为她做的蛋糕。
常和一般将来时连用的时间状语
表示将要发生的动作。
Perhaps I shall (will) pay a visit to France this winter.
我可能在今年冬天到法国观光。
We shan't (won’t) be free tomorrow.
我们明天没空。
Will you be at home at seven this evening?
今晚七点你会在家吗？
The agreement will come into force next spring.
协议将在明年春天生效。
常用于此类情况的时间状语有：
1.表示未来的时间状语
tomorrow明天，next year明年，from now on从现在起，in a month一个月之后，in the future将来，等。
2.包含现在的时间状语
today今天，this evening今天晚上，this week这个星期，this month这个月，this year今年，等。
二、过去进行时
1. 过去进行时由“助动词was/were + 现在分词”构成
例如: We were having supper when the phone rang. 我们正在吃晚饭时电话响了｡
2. 过去进行时的否定式由“was/were not +现在分词”构成｡
例如: This time yesterday Jack was not watching TV. He was repairing his bike. 昨天这个时候,杰克不是在看电视,而是在修理自行车｡
3. 过去进行时的疑问式由“was/were + 主语+ 现在分词?”构成｡
例如: Were you playing basketball at four yesterday afternoon? 昨天下午四点你们在打篮球吗?
基本用法
1. 过去进行时的基本用法主要表示过去某一时间正在进行的动作。
如：He fell asleep when he was reading. 他看书时睡着了。
2. 用过去进行时表示现在主要是为了使语气委婉、客气。
如：I was wondering if you could give me a lift. 我不知你能否让我搭一下车。
【注】一般过去时也有类似用法，但比较而言，用过去进行时显得更客气，更不肯定。 3. 过去进行时表示感情色彩与现在进行时相似，过去进行时也可表示满意、称赞、惊讶、厌恶等感情色彩，也通常与 always, forever, continually等副词连用。
如：They were always quarrelling. 他们老是吵架。
4. 动词be的过去进行时动词be的进行时也可表示过去一时的表现或暂时的状态。
比较：He was friendly. 他很友好。(指过去长期如此)
He was being friendly. 他当时显得很友好。(指当时一时的表现)
特殊用法
1、当句子意思很清楚时，我们也可以把两个动词都换成一般过去时
We listened carefully while the teacher read the text. 老师读课文时，我们都仔细地听着。
2、表示按计划、安排过去将要发生的事。用于come, go, leave, start, arrive等表示位置转移的动词时，也可以用过去进行时表示过去将要发生的动作。
如：He told me that he was going soon. 他告诉我他很快就要走了。
3、表示故事发生的背景。
It was snowing as the medical team made its way to the front. 那支医疗小组往前线行进时，天正下着雪。
4、表示一个新的动作刚刚开始。 过去进行时可用来引出一个新的动作，这种用法颇有点儿像镜头转换。
5 minutes later, he stood in the doorway smoking a cigarette. 5分钟后，他已站在门口抽着烟。
5、过去进行时还可和when结构遥相呼应，含有意外之意。 I was walking in the street when someone called me. 我正在街上走时突然有人喊我。
6、用来陈述原因或用作借口。
She went to the doctor yesterday. She was having a lot of trouble with her heart.她昨天去看病了。她患了很严重的心脏病。
7、与always, constantly等词连用，表示感情色彩。 The girl was always changing her mind. 这女孩老是改变主意。
常用的时间状语
this morning, the whole morning, all day ,yesterday, from nine to ten last evening, when, while ,at that time,.just now，a moment ago
My brother fell while he was riding his bicycle and hurt himself;
It was raining when they left the station;
When I got to the top of the mountain, the sun was shining.
三、现在完成时
基本结构：主语+have/has+动词的过去分词(p.p) e.g done
①肯定句：主语+have/has+动词的过去分词(p.p)+宾语.
②否定句：主语+have/has+not+动词的过去分词(p.p)+宾语.
③一般疑问句：Have/Has+主语+动词的过去分词(p.p)+宾语.
④特殊疑问句：特殊疑问词或词组+一般疑问句（have/has+主语+过去分词+其他）
定义： （1） 强调动作是过去发生的
（2） 强调对现在的影响或结果
（3） 在过去不确定的时间里发生的动作，但是结果对现在有影响。
但过去分词一定要选择准确。
规则动词
规则动词的过去分词的构成规则与规则动词的过去式的构成规则相同。四点变化规则： (1)、一般动词，在词尾直接加“ ed ”。
work---worked---worked ,visit---visited---visited
(2)、以“ e ”结尾的动词，只在词尾加“ d ”。
live---lived---lived ,
(3)、以“辅音字母 + y ”结尾的动词，将 "y" 变为 "i" ，再加“ ed ”。
study---studied---studied ,cry---cried---cried
(4)、重读闭音节结尾，末尾只有一个辅音字母，先双写该辅音字母，再加“ ed ”。
stop---stopped
用法
（1）现在完成时用来表示现在之前已发生过或完成的动作或状态,但其结果却和现在有联系,也就是说,动作或状态发生在过去但它的影响现在还存在，也就是说，动作发生在过去，而对现在造成的影响和结果.
I have spent all of my money.(现在我没有钱花了.)
Jane has laid the table.(现在桌子已经摆好了.)
Michael has been ill.(现在仍然很虚弱)
He has returned from abroad. (现在已在此地)
（2）现在完成时可以用来表示发生在过去某一时刻的,持续到现在的动作（用行为动词表示）或状态（be动词表示）常与for（+时间段）,since（+时间点或过去时的句子）连用. ①for+时段 为…时间
②since+过去一个时间点（译为：自从……以来）
③since+时段+ago
④since+从句（过去时）
●⑤It is+时段+since+从句（过去时）
Mary has been ill for three days. I have lived here since 1998.
●注：瞬间动词（buy,die,join,lose……）不能直接与for since 连用。要改变动词 come/arrive/reach/get to-----be in
go out----be out
finish----be over
open----be open
die----be dead
Buy---have
Fall ill---be ill
Come back---be back
Put on ---be on/wear
Worry---be worried
Catch a cold---have a cold
a)
★1.have代替buy
My brother has had(不能用has bought) this bike for almost four years.
★2、用keep或have代替borrow
I have kept(不能用have borrowed) the book for quite a few days.
★3、用be替代become
How long has your sister been a teacher?
★4、用have a cold代替catch a cold
Tom has had a cold since the day before yesterday.
★5、用wear代替put on
b)用“be＋形容词”代终止性动词
1、be＋married代marry
2、be＋ill代fall (get) ill
3、be＋dead代die
4、be＋asleep代fall (get) asleep
5、be＋awake代wake/wake up
6、be＋gone代lose,die,sell,leave
7、be＋open代open
8、be closed代close/shut
9、be＋missing(gone,lost)代lose
c)用“be＋副词”代终止性动词
1“be＋on”代start,begin
2“be＋up”代get up
3“be＋back(to)”代return to,come back to,go back to
4“be here (there)”代come(arrive,reach,get) here或go (arrive,reach,get) there等等
d)用“be＋介词短语”代终止性动词
1.“be in/at +地点”代替go to /come to
2.用be in the army 代替join the army
3.“be in/at +地点”代替move to-stopped
用法注意：
1.现在完成时不能单独与准确时间连用，(如表示过去的时间状语）
如yesterday(morning、afternoon),last(morning、afternoon)等，除非与for,since连用.
2.现在完成时往往同表示不确定的过去时间状语连用
,如already（肯定）, yet（否定，疑问）, just, before, recently,still, lately等:
He has already obtained a scholarship.
I haven't seen much of him recently (lately).
We have seen that film before.
Have they found the missing child yet ?
3. 现在完成时常常与表示频度的时间状语连用,
如often, sometimes, ever, never, twice, on several occasion等:
Have you ever been to Beijing
I have never heard Bunny say anything against her.
I have used this pen only three times. It is still good.
George has met that gentleman on several occasions.
4. 现在完成时还往往可以同包括现在时间在内的时间状语连用,
如now, up to these few days/weeks/months/years, this morning/week/month/year, just, today, up to present, so far等:
Peter has written six papers so far.
Man has now learned to release energy from the nucleus of the atom.
There has been too much rain in San Francisco this year.
The friendly relations and cooperation between our two countries have been enhanced in the past few years.
Up to the present everything has been successful.
5. 现在完成时还可以用来表示过去的一个时间到现在这段时间内重复发生的动作. We have had four texts this semester.
6.现在完成时的"完成用法" 现在完成时的"完成用法"指的是动作发生在过去某一时刻并已结束，但该动作对现在产生了影响，与现在情况具有因果关系。
例如：He has turned off the light.他已把灯关了。
(动作结束于过去，但说明的是现在的情况--灯现在不亮了。)
现在完成时"完成用法"的特点是动作不延续，因此，该时态只能与表示不定的过去时间状语(如：already，yet，before，recently等)、频度时间状语(如：never，ever，once等)、包括现在时刻在内的时间状语(如：this morning ／ month ／year...，today等)连用。
例如： Have you found your pen yet？你已找到你的钢笔了吗？
7.现在完成时的"未完成用法" 现在完成时的"未完成用法"指的是动作开始于过去某一时刻，一直延续到现在，或可能还要继续下去。
例如：He has lived here since 1978.自从1978年以来，他一直住在这儿。(动作起始于1978年，一直住到现在，可能还要继续住下去。)
I have been in the army for more than 5 years.我在部队已经呆了五年多了。(动作开始于5年前，一直延续至今，有可能还要继续下去。)
此种用法的句中常需一个表示一段时间的状语(由since或for引导)，或表示与现在时刻相连的时间状语(如：up to now，so far)等。
例如：I have heard nothing from him up to now.到目前为止我没有他的任何消息。
注意：(1)现在完成时的未完成用法只适用于延续性动词，不可用于终止性动词，即瞬间完成或延续时间很短的动词。如：come，go，arrive，leave，join，become，die等。
8.一段时间+has passed+since从句
9. 现在完成时常和短语 "up to now /till now", "so far" (意思是从过去某一确定的时间一直延续到现在.)
Up to/till now he's read many story books. 至今他已读过好多故事书。
I've been to New York three times so far. 至今我已到纽约去过三次。
10 has gone (to),has been (to), has been (in) 的区别
gone:去了没回
been to :去过
been in：呆了很久
11.不能与when连用rop---dropped--dropped
这句英文什么意思？
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.
Almost Here 歌词 翻译
Did I hear you right? 我没听错吧?
'Cos I thought you said Lets think it over 你竟然说让我们结束
You have been my life 你成为我生活的部分
And I never planned .Growing old without you 从没想过离开你逐渐变老
Shadows bleeding through the light 影子在黑夜中滴血
Where the love once shined so bright 然而却曾经绚烂
Came without a reason 来也匆匆
Don't let go on us tonight 今晚不要停止
Love's not always black and white爱不仅仅只有黑与白
Why haven't I always loved you? 为什么我总深爱着你?
And when I need you 在我需要你的时侯,
You're almost here 你总在我左右,
And I know thats 这并不够
Not enough真的不够
And when I'm with you 在我和你一起的时候
I'm close to tears 我几乎流泪
'Cos you're only almost here因为你总在我左右
I would change the world 我将改变这个世界
If I had a chance如果有机会
Oh won't you let me 你会给我这机会吗?
Treat me like a child 请对我象个孩子一样
Throw your arms around me 打开你的双臂 抱着我
Oh please protect me 我需要你的保护
Bruised and battered by your words 被你言语恨恨伤害
DaYSaRE shattered now it hurts 曾经无滤的日子如今变成了伤痛
Oh havent I always loved you? 难道你不爱我了吗
And when I need you 在我需要你的时侯
You're almost here你总在我左右
And I know thats这并不够
Not enough 真的不够
And when I'm with you 在我和你一起的时候
I'm close to tears 我几乎流泪
'Cos you're only almost here 因为你总在我左右
Oooh oh
Bruised and battered by your words被你言语恨恨伤害
DaYS aRE shattered now it hurts 曾经无滤的日子如今变成了伤痛
Haven't I always loved you? 为什么我不能总是始终如一的爱你
But when I need you 在我需要你的时侯
You're almost here 你总在我左右
Well I never knew how far behind I left you 我从没想到我离开你有多远
And when I hold you 当我抱着你的时候，
You're almost here 你就在这里
Well I'm sorry that I took our love for granted 我感到抱歉 对于我理所当然的看待我们爱
And now I'm with you 我就在这里
I'm close to tears 我几乎流泪
'Cos I know I'm almost here 我就在这里
Only almost here就在这里
Almost Home 歌词
歌曲名:Almost Home 歌手:Chris Potter Quartet 专辑:Vertigo ALMOST HOME 作诗：吉田美和 作曲：吉田美和中村正人 あの空を见に帰りたい かなった梦の话闻かせたい かなわない梦があることも 今は知っているよって 泣きたい おとなになって少しは 外の世界见た気になってても いつもあの大きさに 打ちのめされる TO KA CHI TO KA CHI 朝もやが晴れたら 冷たく澄んでいる 空気胸いっぱい吸いに そうだ 帰ろうか 帰ろう あの风にまた吹かれたい 涙を吹き飞ばしてくれる风 あっという间に乾いてるから こちょばしくなってきて 笑いたい おとなになった今でも 世界でいちばんきれいなのは 大雪(たいせつ)に沈む夕阳 冻える夜の星空 TO KA CHI TO KA CHI あなたの腕の中 抱かれて见た梦を またひとつ思い出しに そうだ 帰ろうか 帰ろう あなたの腕の中 抱かれて见た梦を 全部 思い出すために 明日のために 帰ろう (I'M ALMOST HOME)かなった梦も かなわなかった梦も まだこれからかなえる梦も 全部 思い出すために 明日のために I'M ALMOST HOME http://music.baidu.com/song/8162078
下一篇：没有了
