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I have never been so insulted in my entire life | Everyone will think we are stupid. |
And about the stripper?. | What we will do now!? |
We have the biggest titted aryan filthy girls in the world! | We need to fix it somehow, but how?! |
And not even an email, not even a text request for one of our girls | I know ,I will give them gift! |
Well if this is what they want then fuck them | I lose my hair by angry. |
Come midnight they will be vomiting their guts up in the streets on their piss beer! ....pissing on cars and causing mayahem in the chippy.... | Soon all my hair will be gone. I just don't understand why any of you wouldn't play with me. |
While our girls don't even get a look in at this "stag do" | They will play with us I m sure for 100%. |
Don't worry, himmler still wants a tit wank.... | Don't worry, we will escape. |
And don't even get me started on that cunt Chaos.... | This is so sad they dont like me. |
How can he think that a stag night without german beer will succeed? ..shitty Tennants piss.. | I will make small party for them. Maybe they will trust us. |
Maybe I shouldn't get so mad. | Maybe I shouldn't get so mad. |
Thery are going to pay for it on Saturday morning!. | They will remember this party. |
But they better hurry up... | We will see. |
A candy machine creates small chocolate wafers in the shape of circular discs. The Diameter of each wafer is 16 millimeters. Whats it the area of each candy? | Whats ມັນເຂດພື້ນທີ່ຂອງເຂົ້າຫນົມອົມແຕ່ລະຄົນ? ດັ່ງນັ້ນ, ເຂົ້າຫນົມອົມເຂົາເຈົ້າເວົ້າວ່າແມ່ນໃນຮູບຮ່າງຂອງແຜ່ນວົງແລະພວກເຂົາບອກພວກເຮົາວ່າເສັ້ນຜ່າສູນກາງແມ່ນ 16 ມີລີແມັດ. ຖ້າຫາກວ່າຂ້າພະເຈົ້າແຕ້ມເສັ້ນທົ່ວຮູບວົງມົນ, ທີ່ໄປໂດຍຜ່ານສູນກາງຂອງ. |
Good morning. How are you? (Laughter) | ສະບາຍດີ. ພວກທ່ານເປັນແນວໃດແດ່? ຜ່ານມາຄັກຫຼາຍ ແມ່ນບໍ? ຂ້າພະເຈົ້າເກືອບຫງາຍຍ້ອນສິ່ງທີ່ໄດ້ເກີດຂຶ້ນທັງໝົດ. ອັນທີ່ຈິງ, ຂ້າພະເຈົ້າວ່າຈະກັບດີກວ່າ. |
(Laughter) There have been three themes running through the conference which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. | (ຫົວ) ຜ່ານມາ ມີຢູ່ ສາມ ແກນ, ແມ່ນບໍ່, ທີ່ໄດ້ຜ່ານກອງປະຊຸມ, ເຊິ່ງກ່ຽວພັນ ກັບສິ່ງທີ່ຂ້າພະເຈົ້າຢາກເວົ້າເຖິງ ອັນທີໜຶ່ງແມ່ນຫຼັກຖານອັນອັດສະຈັນ ຂອງຄວາມຄິດສ້າງສັນຂອງມະນຸດຊາດ ໃນບົດສະເໜີທັງໝົດທີ່ພວກເຮົາໄດ້ຟັງຜ່ານມາ ແລະ ຈາກໝົດທຸກຄົນທີ່ຢູ່ທີ່ນີ້. ສະເພາະແຕ່ ຄວາມຫຼາກຫຼາຍ ແລະ ຂອບເຂດ ຂອງມັນ ກໍ່ພໍແຮງແລ້ວ. ອັນທີສອງນັ້ນແມ່ນ ສິ່ງນີ້ ພາເຮົາມ... |
If you work in education, you're not asked. (Laughter) And you're never asked back, curiously. | (ຫົວ) ບໍ່ມີໃຜເຊີນທ່ານດອກ. ແລະ ກໍ່ບໍ່ມີໃຜຊວນທ່ານເປັນເທື່ອທີສອງ, ເຊິ່ງມັນກໍ່ແປກ. ຂ້າພະເຈົ້າວ່າມັນປະຫຼາດດີ. ແຕ່ວ່າຖ້າທ່ານໄດ້ໄປ, ແລະ ບອກໃຜຜູ້ໜຶ່ງວ່າ, ຫັ້ນນ່າ, ເຂົາຖາມວ່າ, "ເຈົ້າເຮັດວຽກຫຍັງ?" ແລ້ວ ທ່ານບອກວ່າທ່ານເຮັດວຽກໃນຂະແໜງສຶກສາ, ທ່ານຊິເຫັນໃບໜ້າຂອງເຂົາປາດສະຈາກສີເລືອດ. ເຂົາຈະເປັນປະມານວ່າ, |
They're like, "Oh my God," you know, "Why me?" (Laughter) "My one night out all week." | "ຈັ່ງແມ່ນຊາດ," ຫັ້ນນ່າ, "ເປັນຫຍັງຕ້ອງແມ່ນກູ? ຫາກໍ່ຊິໄດ້ອອກມາສັງສັນກັບໝູ່ເທື່ອທຳອິດໃນອາທິດ." (ຫົວ) ແຕ່ຖ້າທ່ານຫາກຖາມກ່ຽວກັບການສຶກສາຂອງເຂົາ, ເຂົາຈະຈັບທ່ານຕິດຝາ. ເພາະວ່າມັນເປັນສິ່ງໜຶ່ງ ທີ່ລົງເລິກໃນຕົວຄົນເຮົາ, ຂ້າພະເຈົ້າເວົ້າຖືກບໍ? ຄືກັບ ສາດສະໜາ, ເງິນຄຳ ແລະ ສິ່ງອື່ນໆ. ຂ້າພະເຈົ້າມີຄວາມສົນໃຈອັນໃຫຍ່ຫຼວງໃນການສຶກສາ, ແລະ ຄິດວ່າເຮ... |
My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. (Applause) | (ຕົບມື) ຂອບໃຈ. ມື້ນີ້ກໍ່ມີເທົ່ານີ້ເດີ້. ຂອບໃຈຫຼາຍໆ. |
That was it, by the way. Thank you very much. (Laughter) | (ຫົວ) ສະນັ້ນ, ຍັງອີກ 15 ນາທີ. ອັນ, ຂ້າພະເຈົ້າໄດ້ເກີດທີ່... ບໍ່ແມ່ນ. |
(Laughter) I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. | (ຫົວ) ຫວ່າງມໍ່ໆມານີ້ ຂ້າພະເຈົ້າໄດ້ຍິນເລື່ອງດີໆເລື່ອງໜຶ່ງ - ຂ້າພະເຈົ້າມັກເລົ່າເລື່ອງນີ້ໃຫ້ຄົນຟັງ - ກ່ຽວກັບເດັກຍິງຜູ້ໜຶ່ງໃນຊົ່ວໂມງຮຽນແຕ້ມຮູບ. ລາວອາຍຸໄດ້ ຫົກ ປີ. ແລະ ລາວນັ່ງຢູ່ຫຼັງສຸດ, ກຳລັງແຕ້ມຢູ່, ແລະ ຄູໄດ້ເວົ້າວ່ານາງນ້ອຍຜູ້ນີ້ບໍ່ຄ່ອຍ ເອົາໃຈໃສ່ໃນໂມງຮຽນ, ແລະ ໃນຊົ່ວໂມງແຕ້ມຮູບແນວນີ້ລາວພັດໃສ່ໃຈ. ນາງຄູຮູ້ສຶກສະຫງົນ ແລະ ເຂົ້າໄ... |
(Laughter) When my son was four in England -- Actually, he was four everywhere, to be honest. | (ຫົວ) ໃນຕອນທີ່ລູກຊາຍຂອງຂ້າພະເຈົ້າໄດ້ ສີ່ ປີ ທີ່ປະເທດອັງກິດ - ອັນທີ່ຈິງ ລາວກໍ່ອາຍຸໄດ້ສີ່ປີຢູ່ທຸກບ່ອນຫັ້ນລະ, ເວົ້າແທ້. |
(Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. | (ຫົວ) ຖ້າເວົ້າໃຫ້ຖືກແທ້, ບໍ່ວ່າລາວຊິໄດ້ໄປໃສ, ລາວກໍ່ໄດ້ມີອາຍຸ ສີ່ ປີ ໝົດທັງປີນັ້ນລະ. ລາວໄດ້ຫຼິ້ນລະຄອນຕອນເກີດຂອງພະເຈົ້າ. ທ່ານຈື່ເນື້ອເລື່ອງໄດ້ບໍ? ບໍ່ຫວາ, ມັນຍິ່ງໃຫຍ່ຂະໜາດ. ມັນເປັນເລື່ອງທີ່ຍິ່ງໃຫຍ່. ເມລ ກິບສັນ ຫຼິ້ນພາກຕໍ່ມາ. ທ່ານອາດຈະໄດ້ເບິ່ງແລ້ວ: ເລື່ອງ "Nativity II." ແຕ່ ເຈມສ ໄດ້ບົດຂອງ ໂຈເຊັຟ, ເຊິ່ງເຮົາຕື່ນເຕັ້ນຫຼາຍ. ເ... |
We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" | "ເຈົ້າບໍ່ເປັນຫຍັງບໍ?" ແລະ ລາວເວົ້າວ່າ, "ໂດຍ, ເປັນຫຍັງ? ມີຫຍັງຜິດໄປ?" ພວກເຂົາປ່ຽນຕົວ, ທໍ່ນັ້ນລະ. ແຕ່ຈັ່ງໃດກໍ່ຕາມ, ເດັກຊາຍ ສາມ ຄົນເຂົ້າມາ - ອາຍຸ ສີ່ ປີ ພ້ອມກັບຜ້າເຊັດມືພັນຫົວ - ແລະ ພວກເຂົາວາງກ່ອງທັງສາມລົງ, ແລະ ເດັກຊາຍຜູ້ທຳອິດເວົ້າວ່າ, "ຂ້ອຍນຳຄຳມາໃຫ້ເຈົ້າ." ແລະ ເດັກຊາຍຜູ້ທີສອງເວົ້າວ່າ, "ຂ້ອຍນຳກຳຍານມາໃຫ້ເຈົ້າ." ແລະ ເດັກຊາ... |
So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. | (ຫົວ) ອັນທີ່ຈິງແລ້ວ, ພວກເຮົາເຄີຍອາໄສຢູ່ບ່ອນທີ່ເອີ້ນວ່າ ສນິດເຕິຟີລດ, ຢູ່ນອກຂອງ ສແຕຣດຝອດ ໜ້ອຍໜຶ່ງ, ເຊິ່ງເປັນບ່ອນເກີດ ຂອງພໍ່ ຂອງ ເຊັກສເປຍ. ທ່ານມີຄວາມຄິດອັນໃໝ່ເຂົ້າມາໃນຫົວບໍ? ຂ້າພະເຈົ້າມີ. ທ່ານບໍ່ຄິດຫາພໍ່ຂອງ ເຊັກສເປຍ, ແມ່ນບໍ? ທ່ານຄິດບໍ? ເພາະທ່ານບໍ່ຄິດຫາ ເຊັກສເປຍ ຕອນເປັນເດັກນ້ອຍ, ແມ່ນບໍ? ເຊັກສເປຍ ຕອນມີອາຍຸ ເຈັດ ປີ ແມ່ນບໍ? ຂ... |
How annoying would that be? (Laughter) "Must try harder." | (ຫົວ) "ຕ້ອງພະຍາຍາມໜັກກວ່ານີ້." ຖືກພໍ່ບອກໃຫ້ໄປນອນ, ທ່ານຄິດເບິ່ງ, ບອກ ເຊັກສເປຍ, "ໄປນອນ, ດຽວນີ້," ບອກ ວິລລຽມ ເຊັກສເປຍ, "ແລະ ກໍ່ວາງສໍລົງໄດ້ແລ້ວ. ແລະ ກໍ່ເຊົາເວົ້າແບບນັ້ນ. ມັນເຮັດໃຫ້ໝົດທຸກຄົນສັບສົນ." |
"It's confusing everybody." (Laughter) Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition. | (ຫົວ) ຈັ່ງໃດກໍ່ຢ່າ, ພວກເຮົາໄດ້ຍ້າຍຈາກ ສແຕຣດຝອດ ຫາ ລອສ ແອງເຈລິສ, ແລະ ອັນທີ່ຈິງ ຂ້າພະເຈົ້າກໍ່ຢາກເວົ້າເຖິງການຍົກຍ້າຍໜ້ອຍໜຶ່ງ. ລູກຊາຍຂ້າພະເຈົ້າບໍ່ໄດ້ຢາກມານຳ. ຂ້າພະເຈົ້າມີລູກສອງຄົນ. ລູກຊາຍ ອາຍຸ 21 ປີ ແລ້ວດຽວນີ້; ລູກສາວ ແມ່ນ 16. ລູກຊາຍບໍ່ໄດ້ຢາກມາ ລອສ ແອງເຈລິສ. ລາວມັກມັນຫຼາຍ, ແຕ່ວ່າລາວໄດ້ເພື່ອນຍິງຢູ່ອັງກິດ. ນາງແມ່ນຮັກແຫ່ງຊີວິ... |
Because she was the main reason we were leaving the country. (Laughter) But something strikes you when you move to America and travel around the world: | (ຫົວ) ແຕ່ບາງຢ່າງກະທົບເຈົ້າ ເມື່ອເຈົ້າຍ້າຍມາ ອາເມຣິກາ ແລະ ເມື່ອເຈົ້າທ່ອງທ່ຽວໄປທົ່ວໂລກ: ລະບົບການສຶກສາທຸກບ່ອນໃນໂລກນີ້ ມີລຳດັບຊັ້ນຂອງວິຊາຮຽນອັນດຽວກັນໝົດ. ໝົດທຸກບ່ອນ. ບໍ່ວ່າເຈົ້າຈະໄປບ່ອນໃດ. ເຈົ້າອາດຈະຄິດວ່າມັນຊິບໍ່ເປັນແນວນັ້ນ, ແຕ່ບໍ່ແມ່ນ. ຢູ່ສູງກວ່າໝູ່ໝົດແມ່ນ ເລກ ແລະ ພາສາ, ຕໍ່ມາແມ່ນ ສັງຄົມ, ແລະ ຢູ່ລຸ່ມສຸດ ແມ່ນສີລະປະ. ທຸກບ່ອ... |
(Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. | (ຫົວ) ຄວາມຈິງແລ້ວ ສິ່ງທີ່ເກີດຂຶ້ນແມ່ນ ເມື່ອເດັກໃຫຍ່ຂຶ້ນ, ພວກເຮົາເລີ່ມສຶກສາພວກເຂົາ ຈາກແອວຂຶ້ນໄປເລື້ອຍໆ. ແລະ ບາດແລ້ວເຮົາກໍ່ສຸມໃສ່ແຕ່ຫົວຂອງເຂົາ. ແລະ ກໍ່ອຽງໄປຫາຂ້າງດຽວ. ຖ້າທ່ານຫາກຊິໄປຢ້ຽມການສຶກສາ, ໃນຖານະຂອງມະນຸດຕ່າງດາວ, ແລະ ເວົ້າວ່າ "ມັນແມ່ນສຳລັບຫຍັງ, ອັນການສຶກສານີ້ນ່າ?" ຂ້າພະເຈົ້າຄິດວ່າທ່ານຄືຊິຕ້ອງສະຫຼຸບ - ຖ້າທ່ານເບິ່ງຈາກ... |
(Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. | (ຫົວ) ແລະ ຂ້າພະເຈົ້າກໍ່ມັກສາດສະດາຈານມະຫາວິທະຍາໄລ, ແຕ່ທ່ານຮູ້ບໍ່, ເຮົາບໍ່ຄວນຖືເຂົາເຈົ້າເປັນຕົວຢ່າງອັນສູງຂອງຜົນສຳເລັດຂອງມະນຸດຊາດ. ພວກເຂົາເປັນພຽງແຕ່ຮູບຮ່າງຊີວະສາດອັນໜຶ່ງ, ຊີວິດຮູບລັກໜຶ່ງ. ແຕ່ພວກເຂົາກໍ່ເປັນຕາສະຫງົນ, ແລະ ຂ້າພະເຈົ້າເວົ້າສິ່ງນີ້ຈາກຄວາມຮູ້ສຶກຕໍ່ພວກເຂົາແທ້ໆ. ມັນມີຫຍັງແປກໆກ່ຽວກັບສາດສະດາຈານ ຕາມປະສົບການຂອງຂ້າພະເຈົ... |
(Laughter) And there, you will see it. Grown men and women writhing uncontrollably, off the beat. | (ຫົວ) ແລ້ວ ທ່ານຊິເຫັນ - ຜູ້ໃຫຍ່ ທັງ ຊາຍ ແລະ ຍິງ ທີ່ກຳລັງສັ່ນແຂນຂາແບບບັງຄັບບໍ່ໄດ້, ອອກຈັງຫວະດົນຕີ, ລໍຖ້າໃຫ້ມັນຈົບຄືນເພື່ອຊິໄດ້ເອົາໄປຂຽນເປັນບົດ. ບາດນີ້ ລະບົບການສຶກສາຂອງພວກເຮົາແມ່ນໄດ້ຢືນຢູ່ບົນພື້ນຖານຂອງແນວຄວາມຄິດຂອງຄວາມສາມາດທາງວິຊາການ. ແລະ ມັນກໍ່ມີເຫດຜົນ. ລະບົບທັງໝົດແມ່ນໄດ້ຖືກສ້າງຂຶ້ນ - ໃນທົ່ວໂລກ, ແຕ່ກ່ອນ ບໍ່ມີລະບົບການສຶກ... |
(Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. | (ຫົວ) ແຕ່ດຽວນີ້ ເດັກທີ່ມີໃບປະກາດສ່ວນຫຼາຍ ກັບເມືອເຮືອນເພື່ອໄປສືບຕໍ່ຫຼິ້ນ ວີດີໂອ ເກມ, ເພາະວ່າເຈົ້າຕ້ອງໄດ້ປະລິນຍາໂທເພື່ອເຮັດວຽກທີ່ແຕ່ກ່ອນຕ້ອງການແຕ່ປະລິນຍາຕີ, ແລະ ດຽວນີ້ເຈົ້າກໍ່ຕ້ອງໄດ້ມີປະລິນຍາເອກເພື່ອເຮັດວຽກຂອງໂທ. ມັນແມ່ນຂະບວນການຂອງ ວິຊາການເຟີ້. ແລະ ມັນບົ່ງບອກເຖິງໂຄງສ້າງຂອງການສຶກສາທັງໝົດ ທີ່ກຳລັງເຄື່ອນຍ້າຍພາຍໃຕ້ແຕ່ລະບາດກ້... |
If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) No, she's good at some things, but if she's cooking, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. | (ຫົວ) ແຕ່ທ່ານກໍ່ຮູ້, ລາວກຳລັງເຮັດ - ບໍ່ແມ່ນ, ລາວເຮັດໄດ້ດີໃນບາງສິ່ງ - ແຕ່ຖ້າລາວກຳລັງເຮັດກິນ, ຫັ້ນລະ, ແມ່ນ ລາວກຳລັງລົມໂທລະສັບນຳ, ລາວກຳລັງລົມກັບລູກນຳ, ລາວກຳລັງທາສີເພດານເຮືອນນຳ, ລາວກຳລັງປາດຫົວໃຈນຳ. ຖ້າແມ່ນຂ້າພະເຈົ້າເຮັດກິນ, ປະຕູຕ້ອງປິດ, ລູກຕ້ອງຢູ່ນອກ, ໂທລະສັບແມ່ນແຂວນໄວ້ຢູ່ບ່ອນຂອງມັນ, ຖ້າລາວເຂົ້າມາຂ້າພະເຈົ້າຈະອາລົມເສຍ. ຂ້າ... |
"How did you get to be a dancer?" It was interesting. When she was at school, she was really hopeless. | "ກີລຽນ, ເຮັດແນວໃດເຈົ້າຈິ່ງໄດ້ເປັນນັກເຕັ້ນ?" ແລະ ລາວໄດ້ບອກວ່າ ມັນກໍ່ເປັນຕາສົນໃຈຢູ່, ໃນຕອນທີ່ລາວຍັງເຂົ້າໂຮງຮຽນຢູ່ນັ້ນ, ລາວບໍ່ມີຫວັງເລີຍ. ແລະທາງໂຮງຮຽນ, ໃນຊຸມປີ 30 ໄດ້ຂຽນເຖິງພໍ່ແມ່ຂອງລາວວ່າ, "ທາງເຮົາຄິດວ່າ ກີລຽນ ມີປັນຫາດ້ານການຮັບຮູ້." ລາວບໍ່ສາມາດຕັ້ງສະມາທິ, ລາວຢູ່ບໍ່ສະຫງົບ. ຂ້າພະເຈົ້າຄິດວ່າປະຈຸບັນນີ້ເຂົາຄືຊິເວົ້າວ່າ ລາວເປັ... |
It wasn't an available condition. (Laughter) People weren't aware they could have that. | (ຫົວ) ຄົນເຮົາບໍ່ໄດ້ຮູ້ວ່າພວກເຂົາສາມາດເປັນພະຍາດນີ້ໄດ້. ຈັ່ງໃດກໍ່ຢ່າ, ລາວໄດ້ໄປຫາຊ່ຽວຊານຜູ້ໜຶ່ງ. ໃນຫ້ອງທີ່ເຮັດດ້ວຍໄມ້ໂອ໋ກ, ແລະ ແມ່ຂອງລາວກໍ່ໄດ້ໄປນຳ, ແລະ ລາວກໍ່ຖືກພາໄປນັ່ງຢູ່ຕັ່ງທີ່ຢູ່ແຈສຸດ, ແລະ ລາວກໍ່ໄດ້ນັ່ງຢອງມືຂອງລາວເປັນເວລາ 20 ນາທີ ໃນຂະໜະທີ່ ຊາຍຜູ້ໜຶ່ງໄດ້ລົມກັບແມ່ຂອງລາວກ່ຽວກັບ ປັນຫາທັງໝົດທີ່ ກີລຽນ ມີຢູ່ໃນໂຮງຮຽນ. ແລະ ໃນຕ... |
And when they got out, he said to her mother, "Just stand and watch her." And the minute they left the room, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, | "ຢືນເບິ່ງລາວຢູ່ໜີ້ເດີ້." ແລະ ໃນນາທີທີ່ພວກເພິ່ນໄດ້ອອກຈາກຫ້ອງ, ລາວໄດ້ບອກຂ້ອຍວ່າ, ລາວໄດ້ລຸກຂຶ້ນ, ເຄື່ອນຍ້າຍໄປຕາມສຽງດົນຕີ. ແລະ ພວກເພິ່ນກໍ່ໄດ້ເບິ່ງຢູ່ສາມສີ່ນາທີ ແລະ ຊ່ຽວຊານກໍ່ໄດ້ຫັນຫາແມ່ລາວ ແລະ ເວ້ົາວ່າ, |
"Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school." I said, "What happened?" | "ມາດາມ ລິນ, ກີລຽນ ບໍ່ໄດ້ປ່ວຍດອກ, ລາວເປັນນັກເຕັ້ນ. ພາລາວໄປເຂົ້າໂຮງຮຽນເຕັ້ນສາ." ຂ້າພະເຈົ້າໄດ້ຖາມວ່າ, "ແລ້ວເກີດຫຍັງຂຶ້ນ?" ລາວໄດ້ເວົ້າວ່າ, "ແມ່ຂ້ອຍກໍ່ເຮັດຕາມ. ຂ້ອຍບອກເຈົ້າໄດ້ເລີຍວ່າມັນວິເສດຂະໜາດໃດ. ເຮົາຍ່າງເຂົ້າໄປໃນຫ້ອງໜຶ່ງ ແລະ ມັນກໍ່ເຕັມໄປດ້ວຍ ຄົນຄືຂ້ອຍ. ຄົນທີ່ບໍ່ສາມາດນັ່ງຢູ່ຊື່ໆໄດ້. ຄົນທີ່ຕ້ອງເຄື່ອນໄຫວຈິ່ງຈະຄິດໄດ້." ຄົນທ... |
Human beings from our earliest beginnings have searched for solutions to basic problems. | En eski çağlarımızdan bu yana insanoğlu temel sorunlara çözüm arıyor. |
Building homes,measuring space, keeping track of seasons,and planting objects. | Ev yapımı, alan ölçümü, mevsimlerin takibi ve bitkilerin ekimi gibi. |
Over 30,000 years ago early paleolithic people kept track of the passing seasons and the changes of weather for planting. | 30,000 yılı aşkın süre önce ilk paleolitik çağ insanları ekim için mevsimleri ve hava değişimlerini izledi. |
To represent the passing of time they carved tally marks on cave walls or slash tallies on bones, wood or stone. | Geçen zamanı, sayı işaretlerini mağara duvarlarına ya da kemiklere, oduna, taşa çentikle gösterdiler |
Each tally stood for one. | Her çentik bir mevsimi gösteriyordu. |
But this system was awkward when it came to large amounts. | Fakat bu sistem büyük sayılara geldiğinde anlaşılması zorlaştı. |
So, symbols were eventually created that stood for groups of objects. | Böylece, zamanla işaretlerle nesne grupları gösterildi. |
Sumerian clay stones have been found that date to the 4th millennium BC. | M.Ö 4000 tarihinde Sümer kil taşı bulundu. |
A small clay cone was used for 1. | 1 rakamı için küçük bir kil koni kullanıldı. |
A clay ball was used for 10. | 10 için kil top kullanıldı. |
And a large cone stood for 60. | Ve 60 rakamını büyük bir koni gösterdi. |
Written records from 3,300 BC showed that Babylonians inscribed amounts on clay tablets with a reed. | M.Ö 3300'deki yazılı kayıtlar Babilliler'in sayıları bir kamışla kil tabletlere kazıdığını gösterdi. |
They used a nail shape for ones and a V on its side for tens, combining these symbols to write other numbers. | Rakamlar için bir çivi şeklini, Onlar için yanına bir V ve diğer sayılar için bu sembolleri birleştirerek kullandılar. |
For example, Babylonians wrote the number 19 as | Örneğin, Babilliler 19 sayısını böyle yazdı. |
The ancient Egyptians used objects from their everyday life as symbols. | Eski Mısırlılar günlük hayatta kullandıkları nesneleri sembol olarak kullandılar. |
A rod stood for 1. | Asa, 1 rakamını gösterdi. |
A cattle hobble was 10. | Öküz ayak bağı,10 'du. |
A coiled rope was 100. | Rulo ip, 100 'dü. |
A lotus flower was a 1000 and so on. | Nilüfer çiçeği, 1000 'di ve bunun gibi semboller. |
The number 19 was a cattle hobble and 9 rods. | 19 sayısı bir öküz ayak bağı ve dokuz asa olarak gösteriliyordu. |
The early Romans created a number system that we still see today. | İlk Roma 'lılar bugün hala karşılaştığımız bir sayı sistemi buldular. |
Along with other symbols they used an X for 10 and I for 1. | Diğer sembollerle birlikte 10 için X ve 1 için I kullandılar. |
By the middle ages,the Romans were putting the I to the right of the X for 11 into the left for 9. | Orta çağlarda, Romalılar 11 için X 'in sağına I ... ...9 için de soluna I koyuyorlardı. |
So, they wriote 19 as XlX. | Böylece 19 sayısını XIX olarak yazdılar. |
All these creative number system show groups of objects as well as individual objects. | Bütün bu yaratıcı sayı sistemi tek nesnelerin yanı sıra nesne gruplarını da gösterdi. |
Some of the oldest human counting systems rely on fingers and toes. | Bazı yaşlılar, hesap sistemlerinde el ve ayak parmaklarını .ölçü olarak kullandılar. |
So they were based on ones, fives, tens, and twenties. | Bu yüzden, birleri, beşleri, onları ve yirmileri temel aldılar. |
The Zulu word for 6 means to take the thumb of the right hand. | 6 demek olan Zulu sağ elin baş parmağını kullanmak anlamına gelir. |
Meaning that all the fingers on the left hand had been added up and the other thumb was needed. | Anlamı sol elin bütün parmaklarının toplanması ve diğer baş parmağa ihtiyaç duyulmasıydı. |
Other systems evolved from commerce. | Diğer sistemler ticaret sayesinde gelişti. |
The Aruba in Nigeria used cowry shells as currency and developed an amazingly complex number system. | Nijerya Aruba deniz kabuğunu para olarak kullandı ve şaşırtıcı bir şekilde kompleks bir sayı sistemi gelişti. |
It was based on twenties and the operations of multiplication, subtraction and addition. | Yirmiler'e ve çarpma, çıkarma, toplama işlemlerine dayanıyordu. |
For example, they thought of 45 as 3 times 20 minus 10 minus 5. | Örneğin; 45 için 3 kere 20, eksi 10... ...eksi 5 diye düşündüler. |
Knots tied in chords and strings were used for recording amounts by many cultures, like the Persians. | Tele ya da sicime düğüm atmak, İranlı 'lar gibi bir çok kültür tarafından sayıları kaydetmek için kullanıldı. |
The Incans used a more refined version called a Quipu. | İnka 'lar Quipu denilen daha gelişmiş bir versiyon kullandılar. |
A thick chord held horizontally from which hung knotted string. The kind of knot the Incans used along with the length and colour of the chord represented ones, tens and hundreds. | Kalın bir sicim yatay bir şekilde düğümlenmiş ipleri asılı tutuyordu. |
In today's world, almost every industrial culture uses the numerals 0 through 9. | Bugünün dünyası, neredeyse her sanayi kültürü 0 ile 9 arasındaki rakamları kullanır. |
But these symbols weren't invented until the 3rd century BC in India and it took another 800 years for the idea of 0 with place value to be constructed. | Fakat bu semboller, M.Ö 3. y.y 'a kadar Hindistan'da bulunmamıştı... ...ve sıfırın basamak değerinde yerini alması 800 yılı aldı. |
This big idea dramatically changed the face of Mathematics. | Bu büyük fikir matematiğin yüzünü önemli ölçüde değiştirdi. |
We humans have always shared with one another. | Biz insanlar her zaman birbirimizle bir şeyler paylaşıyoruz. |
When early cultures shared their food and water, while wanted to divide their land in ways that were fair and equal fractions gradually emerged as symbols for these fair share situations. | İlk kültürler yiyeceklerini ve sularını paylaşırlarken, arazilerini eşit ve adil bir şekilde ayırmak istediler. Kesirler de bu adil paylaşım durumları için bir sembol olarak yavaş yavaş ortaya çıktı |
The ancient Egyptians used unit fractions. | Eski Mısır' lılar birim kesirleri kullandılar. |
Fractions where the numerator is 1 like one half, one third and one fifth. | Kesirler 1/2, 1/3 ve 1/5 gibi payı olan sayılardır. |
And would add and halve these fractions. | Ve bu kesirler toplanabilir ve bölünebilir. |
If they wanted to divide three loaves of bread equally among 5 family members. | Üç ekmeği beş aile üyesi arasında eşit bir şekilde bölmek istediklerinde |
They would first divide the first and second loaves into thirds. | İlk olarak, birinci ve ikinci ekmeği üçe böldüler. |
Then, they'd divide the third loaf into fifths | Sonra, üçüncü ekmeği beşe böldüler. |
Finally, they would take the remaining one third from the second loaf and divide that into 5 pieces. | Sonunda, ikinci ekmeğin 1/3'ünü alarak beş parçaya ayırmış oldular. |
They wrote this as one third one fifth one fifteenth | Bunu 1/3 1/5 1/15 olarak yazdılar. |
Today, we would represent this sharing with the fraction - three fifths. | Bugün, bu paylaşımı 3/5 kesiriyle gösteriyoruz. |
Three fifths of a loaf for each person or 3 loaves divided by 5 people. | Her kişi için bir ekmeğin 3/5'i ya da... ... beş kişi tarafından bölünen üç ekmek. |
The Sumerians and early Babylonians invented a number system of fractions based on 60, that we still use 4,000 years later. Our days have 60 minute hours and 60 second minutes and our circles encompasses 360 degrees. | Sümerler ve Babilliler 60 sayısına dayanan bir kesir sayı sistemi buldular ve bugün hala kullanılıyor. |
Chinese societies used an abacus with a system based on tens. | Çinliler onlu sisteme dayanan bir abaküs kullandılar. |
Although, it had no zero. | Sıfır olmamasına rağmen. |
An early form of decimal fractions came from the abacus. | On'lu kesirlerin ilk şekli abaküsten geldi. |
For example, three fifths would be 6 out of 10 on an abacus. | Örneğin, bir abaküste 3/5 10 üzerinden 6 olurdu. |
The Chinese lovingly named the numerator, the Son; and the denominator, the Mother. It wasn't until the 12th century, that common fractions with bar notation that we use today were invented. Even then these fractions weren't widely used until the Renaissance Period only 500 years ago. | Çinliler paya oğul, paydaya da anne diyerek çok hoş adlandırdılar.. |
Good morning Mr Fredrickson. | Günaydın Bay Fredrickson. |
You're ready to go? | Gitmeye hazır mısınız? |
I'll meet you at the van. | Sizinle kamyonette görüşürüz. |
Just a minute. | Bir dakika. |
I wanna say one last goodbye to the old place. | Eski evime son bir kez hoşçakal demek istiyorum. |
Sure. | Tabi. |
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