「anothercase挽救婚姻」挽救婚姻电影

本篇文章给大家谈谈anothercase挽救婚姻，以及挽救婚姻电影对应的知识点，希望对各位有所帮助，不要忘了收藏本站喔。

本文目录一览：

• 1、正要英语短语
• 2、懂你L7-U3-P2 : On Reading Minds
• 3、case的用法
• 4、“一种情况是，另一种情况是，还有一种情况是”怎么用英语精确的表达
• 5、《Another》感想

正要英语短语

正要这类即将要做某事的英语表达在高中或初中时期经常会出现在英语阅读和写作中。下面就由我为大家带来关于正要的英语短语集锦，希望大家能有所收获。

关于正要的相关英语短语

1. She was standing by a pool, about to dive in.

她站在水池旁边，正要往里跳。

2. He started for Dot's bedroom and Myrtle held him back.

他正要去多特的卧室，被默特尔拦住了。

3. I was heading on a secret mission that made my flesh crawl.

我正要执行一项让我心惊肉跳的秘密任务。

4. She remembered that she was going to the social club that evening.

她记起来那晚她正要去社交俱乐部。

5. The fire engines were just pulling up, sirens blaring.

消防车正要停下来，警报器发出刺耳的声音。

6. He was on the point of saying something when the phone rang.

他正要说话时电话铃响了。

7. He was about to stretch out his hand to grab me.

他正要伸手抓我。

8. I'm leading up to something quite important.

我正要谈到相当重要的部分。

9. I'm just going to the baker's.

我正要去面包店。

10. Reporters intercepted him as he tried to leave the hotel.

他正要离开旅馆，记者们把他拦截住了。

11. I was on the point of going to bed when you rang.

你打电话的时候我正要睡觉.

12. I'm just going out for a breath of fresh air.

我正要出去呼吸新鲜空气.

13. A visitor arrived just as we were setting out for the airport.

我们正要前往机场时来了一位客人.

14. He leapt onto the train just as it was pulling away.

他在火车正要开动时跳了上去.

15. I'm just going to check this book out of the library.

我正要从图书馆办手续借这本书.

关于正要的相关例句

我正要离开的时候，突然开始下雨了。

I was about to go out when it began to rain.

我正要去教堂去见见牧师。

I'm just going to the church to see the priest.

我正要找你。

Just the man I was looking for.

我正要离开家的时候开始下雨了。

It started raining when I was on the point of leaving home.

我正要写信跟他联系。

I was on the point of communicating with him by paper.

他们在店铺正要关门的时刻来到市内。

They came into the city at the hour when the shops were closing.

杰克正要宣布我们的计划但被我打断了。

Jack was about to announce our plan but i cut him short.

会议正要开始，这时开始下雨了。

The meeting was about to be held when it began to rain.

我正要出门，这时候来了一位不速之客。

I was just going out when an unexpected visitor came.

汤姆叔叔正要再加上一块砖。

Uncie tom is going to add one more brick.

关于正要的双语例句

他正要去掏她的钱包。

He is going to dip her purse.

我正要去上班，史密斯先生拦住了我。

Mr Smith collared me as I was going to work.

当太阳在在东京落下时，在一座横跨意大利面条似的铁路线的桥上，另一事件正要到达它的巅峰。

As the sun sets over Tokyo, another case is about to reach its climax on a bridge across aspaghetti of railway lines.

皮亚杰对这个现象产生了非常大的兴趣，他把鸭子再一次地放在她眼前，但当她正要来拿的时候，他慢慢地不留痕迹地把它又藏在了被褥里。

Fascinated by this, Piaget put the duck in her view again but, then, just as she was about toreach for it, he slowly and clearly hid it under the sheet.

昨天晚上十二点钟，我们正要睡觉和时候，突然接到弗斯脱上校一封快信，告诉我们说，丽迪雅跟他部下的一个军官到苏格兰去了;老实说，就是跟韦翰私奔了!

An express came at twelve last night, just as we were all gone to bed, from Colonel Forster, toinform us that she was gone off to Scotland with one of his officers; to own the truth, withWickham!

我正要把我的位置让给她,这时,坐在那位女士旁边的一位年长的先生站了起来,走开了。

I was about to offer my seat to her when an older gentleman sitting next to the woman got upand left.

他到的时候，我们正要出发。

We were about to start when he arrived.

我也正要鼓掌，这时私人车道上突然划过一道汽车的灯光，形成弧形掠过房间。

I was about to clap as well, when car headlights from the driveway suddenly arced across theroom.

你离成功就几步之遥了，你正要把它搞定，但这时候你的急躁击败了你，这也许就是为什么所罗门这样写道，控制他的怒火甚至比他的力量更加强大。

You were almost there, you had just about figured it out, and then your impatience got the better of you, which is perhaps why Solomon wrote, he that controls his anger is greater thanthe mighty.

如果你们俩都很年轻，正要开始婚姻生活，那好你们正好可以一起学习管理金钱了。

If you are both young and just starting out, you can learn to manage your money right together.

然而上星期我正要出去买东西时,发现它正呆在花园里边靠门的地方.

However, when I was going out shopping last week, I noticed him in the garden near the gate.

我正要说时你就打断了我，所以我今天不想讨论这个问题。

As I was about to say when you interrupted me, I don't with to discuss this today.

懂你L7-U3-P2 : On Reading Minds

L7-U3-P2-1 : On Reading Minds 1

Today I'm going to talk to you about the problem of other minds.

And the problem I'm going to talk about is not the familiar one from philosophy, which is,"How can we know whether other people have minds?"

That is, maybe you have a mind, and everyone else is just a really convincing robot.

So that's a problem in philosophy, but for today's purposes I'm going to assume that many people in this audience have a mind, and that I don't have to worry about this.

There is a second problem that is maybe even more familiar to us as parents and teachers and spouses and novelists,

which is, "Why is it so hard to know what somebody else wants or believes?"

Or perhaps, more relevantly, "Why is it so hard to change what somebody else wants or believes?"

I think novelists put this best.

Like Philip Roth, who said, "And yet, what are we to do about this terribly significant business of other people?

So ill equipped are we all, to envision one another's interior workings and invisible aims."

So as a teacher and as a spouse, this is, of course, a problem I confront every day.

But as a scientist, I'm interested in a different problem of other minds, and that is the one I'm going to introduce to you today.

And that problem is, "How is it so easy to know other minds?"

So to start with an illustration, you need almost no information, one snapshot of a stranger, to guess what this woman is thinking, or what this man is.

And put another way, the crux of the problem is the machine that we use for thinking about other minds, our brain, is made up of pieces, brain cells,

that we share with all other animals, with monkeys and mice and even sea slugs.

And yet, you put them together in a particular network, and what you get is the capacity to write Romeo and Juliet.

Or to say, as Alan Greenspan did, "I know you think you understand what you thought I said, but I'm not sure you realize that what you heard is not what I meant." (Laughter)

L7-U3-P2-2 : On Reading Minds 2

So, the job of my field of cognitive neuroscience is to stand with these ideas, one in each hand.

And to try to understand how you can put together simple units, simple messages over space and time, in a network,

and get this amazing human capacity to think about minds.

So I'm going to tell you three things about this today.

Obviously the whole project here is huge.

And I'm going to tell you just our first few steps about the discovery of a special brain region for thinking about other people's thoughts.

Some observations on the slow development of this system as we learn how to do this difficult job.

And then finally, to show that some of the differences between people, in how we judge others, can be explained by differences in this brain system.

So first, the first thing I want to tell you is that there is a brain region in the human brain, in your brains, whose job it is to think about other people's thoughts.

This is a picture of it.

It's called the Right Temporo-Parietal Junction. It's above and behind your right ear.

And this is the brain region you used when you saw the pictures I showed you, or when you read Romeo and Juliet or when you tried to understand Alan Greenspan.

And you don't use it for solving any other kinds of logical problems.

So this brain region is called the Right TPJ.

And this picture shows the average activation in a group of what we call typical human adults.

They're MIT undergraduates. (Laughter)

The second thing I want to say about this brain system is that although we human adults are really good at understanding other minds, we weren't always that way.

It takes children a long time to break into the system.

I'm going to show you a little bit of that long, extended process.

The first thing I'm going to show you is a change between age three and five, as kids learn to understand that somebody else can have beliefs that are different from their own.

So I'm going to show you a five-year-old who is getting a standard kind of puzzle that we call the false belief task.

Rebecca Saxe (Video): This is the first pirate. His name is Ivan. And you know what pirates really like?

Child: What? RS: Pirates really like cheese sandwiches.

Child: Cheese? I love cheese! RS: Yeah.

So Ivan has this cheese sandwich, and he says, "Yum yum yum yum yum! I really love cheese sandwiches."

And Ivan puts his sandwich over here, on top of the pirate chest.

And Ivan says, "You know what? I need a drink with my lunch." And so Ivan goes to get a drink.

And while Ivan is away the wind comes, and it blows the sandwich down onto the grass.

And now, here comes the other pirate. This pirate is called Joshua.

And Joshua also really loves cheese sandwiches. So Joshua has a cheese sandwich and he says, "Yum yum yum yum yum! I love cheese sandwiches."

And he puts his cheese sandwich over here on top of the pirate chest.

Child: So, that one is his.RS: That one is Joshua's. That's right.Child: And then his went on the ground.

RS: That's exactly right.Child: So he won't know which one is his.RS: Oh. So now Joshua goes off to get a drink.

Ivan comes back and he says, "I want my cheese sandwich." So which one do you think Ivan is going to take?

Child: I think he is going to take that one.RS: Yeah, you think he's going to take that one? All right. Let's see.

Oh yeah, you were right. He took that one.

So that's a five-year-old who clearly understands that other people can have false beliefs and what the consequences are for their actions.

Now I'm going to show you a three-year-old who got the same puzzle.

RS: And Ivan says, "I want my cheese sandwich." Which sandwich is he going to take?

Do you think he's going to take that one? Let's see what happens. Let's see what he does. Here comes Ivan. And he says, "I want my cheese sandwich." And he takes this one.

Uh-oh. Why did he take that one? Child: His was on the grass.

So the three-year-old does two things differently.

First, he predicts Ivan will take the sandwich that's really his.

And second, when he sees Ivan taking the sandwich where he left his, where we would say he's taking that one because he thinks it's his,

the three-year-old comes up with another explanation: He's not taking his own sandwich because he doesn't want it, because now it's dirty, on the ground.

So that's why he's taking the other sandwich.

Now of course, development doesn't end at five.

And we can see the continuation of this process of learning to think about other people's thoughts by upping the ante and asking children now, not for an action prediction, but for a moral judgment.

So first I'm going to show you the three-year-old again.

RS.: So is Ivan being mean and naughty for taking Joshua's sandwich? Child: Yeah.

RS: Should Ivan get in trouble for taking Joshua's sandwich? Child: Yeah.

So it's maybe not surprising he thinks it was mean of Ivan to take Joshua's sandwich,

since he thinks Ivan only took Joshua's sandwich to avoid having to eat his own dirty sandwich.

But now I'm going to show you the five-year-old.

Remember the five-year-old completely understood why Ivan took Joshua's sandwich.

RS: Was Ivan being mean and naughty for taking Joshua's sandwich?

Child: Um, yeah.

And so,it is not until age seven that we get what looks more like an adult response.

RS: Should Ivan get in trouble for taking Joshua's sandwich?

Child: No, because the wind should get in trouble.

He says the wind should get in trouble for switching the sandwiches. (Laughter)

L7-U3-P2-3 : On Reading Minds 3

And now what we've started to do in my lab is to put children into the brain scanner and ask what's going on in their brain as they develop this ability to think about other people's thoughts.

So the first thing is that in children we see this same brain region, the Right TPJ, being used while children are thinking about other people.

But it's not quite like the adult brain.

So whereas in the adults, as I told you, this brain region is almost completely specialized -- it does almost nothing else except for thinking about other people's thoughts --

in children it's much less so, when they are age five to eight, the age range of the children I just showed you.

And actually if we even look at eight to 11-year-olds, getting into early adolescence, they still don't have quite an adult-like brain region.

And so, what we can see is that over the course of childhood and even into adolescence,

both the cognitive system, our mind's ability to think about other minds,and the brain system that supports it are continuing, slowly, to develop.

But of course, as you're probably aware, even in adulthood, people differ from one another in how good they are at thinking of other minds, how often they do it and how accurately.

And so what we wanted to know was, could differences among adults in how they think about other people's thoughts be explained in terms of differences in this brain region?

So, the first thing that we did is we gave adults a version of the pirate problem that we gave to the kids. And I'm going to give that to you now.

So Grace and her friend are on a tour of a chemical factory, and they take a break for coffee. And Grace's friend asks for some sugar in her coffee.

Grace goes to make the coffee and finds by the coffee a pot containing a white powder, which is sugar.

But the powder is labeled "Deadly Poison," so Grace thinks that the powder is a deadly poison.

And she puts it in her friend's coffee. And her friend drinks the coffee, and is fine.

How many people think it was morally permissible for Grace to put the powder in the coffee?

Okay. Good. (Laugh.ter)

So we ask people, how much should Grace be blamed in this case, which we call a failed attempt to harm?

And we can compare that to another case, where everything in the real world is the same. The powder is still sugar, but what's different is what Grace thinks.

Now she thinks the powder is sugar.

And perhaps unsurprisingly, if Grace thinks the powder is sugar and puts it in her friend's coffee, people say she deserves no blame at all.

Whereas if she thinks the powder was poison, even though it's really sugar, now people say she deserves a lot of blame,

even though what happened in the real world was exactly the same.

And in fact, they say she deserves more blame in this case, the failed attempt to harm, than in another case, which we call an accident.

Where Grace thought the powder was sugar, because it was labeled "sugar" and by the coffee machine, but actually the powder was poison.

So even though when the powder was poison, the friend drank the coffee and died,

people say Grace deserves less blame in that case, when she innocently thought it was sugar, than in the other case, where she thought it was poison and no harm occurred.

People, though, disagree a little bit about exactly how much blame Grace should get in the accident case.

Some people think she should deserve more blame, and other people less.

And what I'm going to show you is what happened when we look inside the brains of people while they're making that judgment.

So what I'm showing you, from left to right, is how much activity there was in this brain region, and from top to bottom, how much blame people said that Grace deserved.

And what you can see is, on the left when there was very little activity in this brain region, people paid little attention to her innocent belief and said she deserved a lot of blame for the accident.

Where as on the right, where there was a lot of activity, people paid a lot more attention to her innocent belief, and said she deserved a lot less blame for causing the accident.

L7-U3-P2-4 : On Reading Minds 4

So that's good, but of course what we'd rather is have a way to interfere with function in this brain region, and see if we could change people's moral judgment.

And we do have such a tool.

It's called Trans-Cranial Magnetic Stimulation, or TMS.

This is a tool that lets us pass a magnetic pulse through somebody's skull, into a small region of their brain, and temporarily disorganize the function of the neurons in that region.

So I'm going to show you a demo of this.

First, I'm going to show you that this is a magnetic pulse.

I'm going to show you what happens when you put a quarter on the machine. When you hear clicks, we're turning the machine on.

So now I'm going to apply that same pulse to my brain, to the part of my brain that controls my hand.

So there is no physical force, just a magnetic pulse.

Okay, so it causes a small involuntary contraction in my hand by putting a magnetic pulse in my brain.

And we can use that same pulse, now applied to the RTPJ, to ask if we can change people's moral judgments.

So these are the judgments I showed you before, people's normal moral judgments.

And then we can apply TMS to the RTPJ and ask how people's judgments change.

And the first thing is, people can still do this task overall.

So their judgments of the case when everything was fine remain the same. They say she deserves no blame.

But in the case of a failed attempt to harm, where Grace thought that it was poison, although it was really sugar,

people now say it was more okay, she deserves less blame for putting the powder in the coffee.

And in the case of the accident, where she thought that it was sugar, but it was really poison and so she caused a death,

people say that it was less okay, she deserves more blame.

So what I've told you today is that people come, actually, especially well equipped to think about other people's thoughts.

We have a special brain system that lets us think about what other people are thinking.

This system takes a long time to develop, slowly throughout the course of childhood and into early adolescence.

And even in adulthood, differences in this brain region can explain differences among adults in how we think about and judge other people.

But I want to give the last word back to the novelists, and to Philip Roth, who ended by saying,

"The fact remains that getting people right is not what living is all about anyway. It's getting them wrong that is living.

Getting them wrong and wrong and wrong, and then on careful reconsideration, getting them wrong again." Thank you.(Applause)

case的用法

case有例子;情况;案例;(辩论或诉讼)论据;箱等意思，那么你知道case的用法吗?下面跟着我一起来学习一下，希望对大家的学习有所帮助!

　 　case的用法大全：

case的用法1： in case of指“假如……发生，以防……”。

Take an umbrella with you in case of rain.

带把伞吧，以防下雨。

case的用法2： in the case of指“关于……”，偶尔与in case of同义。

In the case of his father, we must make an exception.

关于他的父亲，我需要做个例外。

　 　case的用法3： in the case of，in ...case和in many cases等表达方式都要避免使用过多，有时还可省略。

In the case of Russian grammar, it has six cases.

可以直接说Russian grammar has six cases，省略in the case of。

case的用法4： in case后加that从句指“假如……”或“希望”，从句中不用将来时态。

In case he comes, let me know.

You had better be ready in case they arrive before you expect them.

　 　case的用法5： in case可独立使用，表示“万一”。

They may not arrive before you expect them, but you had better be ready in case.

他们可能不会在你预期的时间前到，但为避免万一，你最好做好准备。

　 　case的用法例句：

1. He actually became convinced that the nurses had an unanswerable case.

他实际上已经相信了护士们的情况确实如此。

2. He put the case to the Saudi Foreign Minister.

他把这起事件向沙特外长作了说明。

3. The Government is anxious to keep the whole case out of court.

政府迫切希望整件事能够在庭外解决。

4. It's not a case of whether anyone would notice or not.

这不是会不会有人注意到的问题。

5. The case against is twofold: too risky and too expensive.

反对理由有两点：太冒险而且太昂贵。

6. Guy Powell, defending, told magistrates: "It's a sad and disturbing case."

盖伊·鲍威尔在进行辩护时对地方法官说道：“这是一件非常不幸、令人不安的案子。”

7. It was packaged in a fancy plastic case with attractive graphics.

它装在一个别致的有漂亮图纹的塑料盒子里。

8. Her case falls within the ambit of moral law.

她的案例属于道德法律的范畴。

9. In case anyone was following me, I made an elaborate detour.

为了防止有人跟踪我，我特地绕了弯路。

10. The case is being referred to the Court of Appeal.

该案件将移交上诉法院审理。

11. This is a straightforward case, as these things go.

同其他同类情况相比，这件事还算简单。

12. I had a case of the jitters during my first two speeches.

我在最初两次讲演时感到非常紧张。

13. She's nervous about something, in case you didn't notice.

她正为了什么事神经紧张，你连这个都没看出来?

14. You could certainly make out a case for this point of view.

你肯定能够证明这个观点。

15. It was yet another case where the human eye outperformed radar.

这是肉眼胜过雷达的又一事例。

“一种情况是，另一种情况是，还有一种情况是”怎么用英语精确的表达

为你解答：

一定范围内的两者，一个用one，另一个用the other

一定范围内的三者，一个用one，另一个用one（another），第三个可用the other，a third.

希望帮助到你!

《Another》感想

之前听说是恐怖番，不过实际看下来并不全是如此。反而最近越来越感觉到，喜欢的番只能自己去探索，而不是靠同类型推荐。就比如《四月是你的谎言》，本来似乎是很符合我的类型的作品，我却没办法往下看下去。而这被我舍友评为“你绝对不会去看”的恐怖番，居然有着让我相当欣赏的要素，也是很神奇。

一部番，以及任何一个故事，每个人看到的要素是不同的。我的角度觉得，男主对于剧情的推动几乎没有作用；甚至死者是谁，对于剧情的推动也根本没有多大作用——我根本不在乎。我最喜欢的部分在于姐妹关系的表现上。尽管妹妹藤冈未咲事实上在第0话，本篇开始之前就死了。而本番最有特色的意象——人偶，同样也起到举足轻重的作用，尽管我们在第7话之后就几乎再没有见到它。

第1话也是与プラメモ一样，全季最棒的一话。因为P.A Works的精致画风，我的确是从プラメモ之后第1话就追定的番。这一话确实打下了让人有些毛骨悚然的基础，包括风景和氛围在内的美术表现是极棒的。它没有刻意去吓人，但在很多细节、颜色处理上，包括对话上，都给人相当微妙的感觉。

主角见崎鸣也是，在第首三话的表现，尤其是眼神和配音的表现几乎可以说酷毙。我特别喜欢的就是鸣冷酷的表情和冰凉的配音。她给人以强烈的神秘感，从而让人有更强烈的愿望，想要更了解她。由于她当时在履行“不存在的人”这一职责，前三话的表现来看，你简直找不到人比她更“称职”的人了。你完全会被迷惑，认为她就是幽灵。

作为见崎鸣的角色BGM，给人的感觉正是冬天，阴翳无人的房间角落，不断滴下的水珠一般。一首非常贴切她的主题BGM。

当然，就个人喜欢角色的类型来说，就算在不知道前因的情况下，这种超有神秘感的冰冷角色也直接能让我入迷。事实上，第1话过后我就把鸣的名字写在喜欢角色列表里了。

见崎鸣特别是前三话内的所有怪异的举动，很大程度源于她对双胞胎妹妹未咲的感情。

第0话告诉我们，她不愿意理别人、对人的眼神十分冰冷、不说话、脸色苍白、语调冰冷，以及对别人的死早已免疫，被认定为“不存在的人”——这一切一切都是因为她自己最重要的人已经死了，而不是因为她是幽灵。会被当作不存在的人，会被憎恨，会被追杀，你如果到头来探寻，全部是因为她深爱的妹妹被不讲理地夺去了生命。所以我认为，尽管妹妹藤冈未咲在本篇中没有直接出现，但是她以及相关的姐妹关系，是《Another》中的重要线索。这个意义上，作为第0话的OVA在全篇中有着举足轻重的作用。

有几个台词非常漂亮表现了这个线索——显示了鸣的整个心都在她妹妹的身上。可以说，未咲是那时她最亲最亲的人。如果说要鸣一开始对谁有善意，你会发现这全部都是因为对她妹妹的保护之心的移情。

第1话，十分冰凉的一句「我可怜的半身在那里」。「以学校为舞台，残酷而毫无道理的死。」

第2话，最喜欢的人偶：紧紧相连的人偶。「明明身体相连，还显得如此平静。」相信是想起了心灵紧紧相连的姐妹互相担心与愧疚时的错综复杂的感受。

第3话，「不习惯的话，这地方对人可不太好。」

第6话　「但是如果那样有可能阻止灾难的发生的话，不也挺好。毕竟，人的死太让人伤心了。」「死亡…一点都不温柔。一望无际的黑暗，一望无际的孤单。不过活着也是一样的吧。不管看起来联系得有多紧密，其实都是孤单的。我也是，妈妈也是。那孩子…未咲也是如此。」

顺便一提，这个情节是全片最喜欢的情节之一。

第10话　「她和我之间，感觉无论如何都联系在了一起。」「我…我…不愿去相信，未咲被那张类似于诅咒一样的东西莫名其妙地害死。」说出这番话的时候，是鸣全剧中唯一带着哭腔的瞬间。「知道死者是谁也无可奈何，只会一味地担心。」

以及第7/12话讲到手机的事情。对手机的憎恨也只是一种移情——当电话里传来噩耗时，她选择扔掉手机。没有人和她的距离会近到被允许24小时通过电波与她联系，在未咲去世之后。当然，她毕竟被雾果抚养长大，能体会到雾果的不安。第7话当中的「持たされてるの。」一句的叹息的演出，很棒表现了她对雾果心情的理解。真是很棒的孩子，真希望雾果从今以后也能继续真诚地把她继续抚养长大。

第12话中之所以又扔掉手机，只能说不想再听到榊原也变为牺牲者，那会让她联想起妹妹去世那一天，电波的恶意。当然，不想做摩天轮也是如此。不过，毕竟经历了那样的事情，毕竟两人之间也相互有了好感，更加重要的是两人现在都健健康康，所以有一句非常治愈的「たまには、ね」出现在最后一话。鸣如果在此之后能重新走向开朗的一面就太棒了。

说到姐妹关系，最棒的还是第0话，个人最喜欢的一话。只用了半话的时间，就以非常棒的几个小故事让观众信服了这对双胞胎的关系是多么好。反正我是被这些小故事中传递的温情吸引了，尤其是，这些温情笼罩在魔咒的背景之下。

可以说几乎完全不一样的性格，也没有见过几次面，为什么关系会那么好？无话不聊，待在一起让外人都觉得开心。相互之间担心，相互之间完全地敞开心扉。让人觉得不可思议的同时，也不是不能理解。

可能这就是血缘？

正因如此，鸣最慌张的时刻就是在妹妹身上看到了死亡的颜色。一向以冷静著称的鸣在这时候会露出这样慌张而悲伤表情。

你仅仅想象一下当时的场景就觉得可怕。她亲眼预见了她妹妹——她最亲的人的死亡，但并不知道她什么时候会死。这是一种极大的煎熬。

《命运石之门》里真由理的死也是可以预计的。然而，她有具体的时间（精确到半小时内），可以翻来覆去倒时间线。而现在，你只是预计了“未咲近期会死”，除此之外一无所知。你不知道她会怎么死，会什么时间，一天后还是十天后死。你只看到现在是一个健康的未咲躺在床上。

更厉害的是，这种诅咒在稍加留意下，某种程度上被诅咒的人的命还可以续——比如小心不要让玻璃砸到，不要靠近摩天轮的门之类的。甚至被诅咒的人已经掉下去了，还可以拉回来。在这情况下你睡得着吗？她有可能就猝死在你的睡梦中。你会在精疲力尽之前都无法分神，因为死神下一刻就可能到来。

鸣是个好姐姐，她细心地做了自己能做的一切来保护妹妹，以至于未咲最后只能是被急病弄死。如果不是鸣的存在，大概游乐园那天差不多就要结束生命了。

看完全篇，你会感觉奇怪。如果你先看了第0话的话，前几话的一些细节，你会十分理解，十分同情。那是一位女孩失去最重要的亲人后，极度沮丧时十分自然的行为。猜想过去相当多数的人在那个时候，都不会想和人说话，不会想理别人，别人的一切都进不去脑子里。

但是在当时，在你周围的氛围就是那样——一切都充斥着那种怪气，充斥着疑神疑鬼。在动画这种氛围渲染下，相当多数人和相当多数观众，都会认为鸣是幽灵一类的东西，而不会有人上前去体谅她，关怀她。动画把第0话安排为OVA显然是有理由的，目的就是让你进入“疑神疑鬼”的怪圈中，时刻怀疑这个谁是不是死者，那个谁是不是要死了，而不会事先承认鸣是活生生的人。你会想：这个人偶房十分瘆人，大概有什么鬼魂在里面，人偶们是不是棺材骨灰一类的东西，是要把谁的脑髓吸走。在这里出现的人只能是幽灵吧，云云。甚至连对见崎鸣角色相当喜欢的我，直到结尾之前，都没有办法完全排除她是幽灵的可能。你不会认为鸣是正常的女孩子。你也不会认为人偶只是单纯的人偶。

疑神疑鬼的怪圈之后席卷了整个班级，导致相互杀戮的惨剧。我甚至觉得这有点像恐怖袭击的感觉。只需要一句口号「让死者回归死亡」，大家都像疯了一样地杀人。它很符合人性下的恶，在强烈的不安之下，有先下手为强的冲动。在无知的情况下，会追随着看起来明智的领袖，去大杀特杀，似乎自己在此时不用负任何责任一样的，很容易因为口号而认为“我这是在为大家好”。我想，这方面《乌合之众》那本书也表现地不错。

这方面，第11~12话表现得非常好，特别是那个班长面无表情地杀了一个人，然后问一问别人「这是死者吗」。发现不是后「哦，果然又搞错了啊」。人性的冰冷在此刻有相当不错的表现。

在这个情况下，同样没人会去信任一个无口属性的人——见崎鸣。人们只会去信任所谓的领袖。在第11话节点我的想法是：见崎鸣就算真的杀死了死者，救了整个班级，也没有人会承认，或者根本没有人会知道。他们认为鸣是死者，误杀了鸣，他们虐待过鸣，他们还杀了一堆人，他们显然不会感谢鸣。在这个状态下，如果有理解鸣、信任鸣的人，鸣是自然会对他有好感的。男主和鸣之间就是这样简单而单纯的好感，仅此而已，几乎没有恋爱的元素。

如果不是榊原亲自理顺了线索，如果不是鸣和他有这么相互信任的关系，一般在那种情况下，你是不可以告诉一个人“你去杀掉那个人，因为他是死者。”，除非你起先就是领袖级人物。如果没有班长和对策组成员之类的领袖来负责，大家一开始一般是不敢动的，因为谁动，谁就是站在其它人的反面。无口属性更难得到别人的信任。

见崎鸣自己知道自己有这个能力，她一般情况下必须在明知不会有人感谢，不会有人信任，甚至站在全班人的反面的的情况下自己动手，来挽救班上的所有人。而且她必须知道，动手如果时机不对，信息不周，那自己会直接送上一条命。

但是，如果放任这种情况发展，将继续有许许多多人因为她妹妹一样的情况而死。即使是为妹妹报仇，我认为她心中不会不想消灭这个诅咒。

「毕竟，人的死太让人伤心了。」

自己能发现临死之人，却无力相救。鸣同样背负着与其能力相对应的责任感，更何况，这个能力没有为她带来任何好处。

这里特别提一下人偶。人偶也是本篇中特别有特色的点。

「不习惯的话，这地方可能对人不太好吧。人偶们，是空虚的。身体和内心都很空虚。那是连接着死亡的空虚。空虚的她们，想要找点东西去填满自己。在这里的话，有没有一种会被吸走的感觉？从自己的身体里面…」这是第3话鸣对人偶的解说。如果结合未咲的死亡去解释的话，那只能认为鸣觉得妹妹是被人偶吸走了生命（第0话中也有暗示的镜头）。然而，妹妹又是超喜欢人偶的，甚至临死前的生日礼物也想要人偶。鸣对人偶，绝对有很复杂的感情。

此外考虑人偶的时候，你必须考虑只出场一次的雾果。那具未能出生的，躺在最精致的地方的，做得最精致的人偶，就是雾果自己未能实现的愿望。人偶们都是未能实现的寄托，是空虚的慰藉。它们急需找些东西填满自己。从这个意义上，鸣本身也是雾果未能实现的愿望的补偿，她也是人偶一样的东西。

这具人偶是我看这番时很大的感动点。雾果是以什么样的心态面对着这一冷静地躺在这里的未出生的女儿的呢？有着这样安详而忧伤的表情，天天静静地躺在豪华的床里，静静地陪伴着、看着雾果。这就是作为母亲的浓浓的心意。即使生理上不能让她诞生，也要让这样只属于自己的女孩以某种形态出现，以某种形态创造出来。我甚至怀疑，她是因为这个孩子才去学人偶制作的。雾果就是一位亲生母亲，她为她的人偶们倾注了大量的母爱。她对鸣，也奉献了许许多多母爱，尽管她认为这些都石沉大海。

雾果在真相暴露之后的慌张、悲伤、愤怒、不安，是完全可以理解的，即使仅凭剧中的几句话。可以看到，几乎在那一个瞬间，雾果与鸣之间就瞬间拉开了巨大的隔阂，自己的幻想，一辈子将鸣作为只属于自己的女儿的幻想也落空了。

而另一方面，鸣又是以这么心态面对这个自己未出生的妹妹的呢？特别是在未咲去世后。

作为双胞胎的鸣和未咲之间，鸣和这位未出生的孩子之间，鸣和雾果之间，鸣和光代之间，看起来都是极相近的关系，然而了解了鸣家里的状况之后，实际上出现了非常微妙的距离。正因如此，大家都非常孤单。

鸣这边十分清楚，她替代不了这具人偶在“妈妈”心中的地位的。所以她说「与我只有一半相似，或者连一半也没有」。然而，从每天凝视着她，甚至整理着她的头发的习惯来看，鸣对于这孩子是绝对有感情的。

虽然鸣对于这孩子的感觉实际上绝对非常复杂但是不好把握，我只能从第0话的这个细节说说我感受到的东西。

未咲在看到这孩子的时候，动情地说道，鸣的亲生妈妈到现在还非常珍视鸣，还把鸣当作女儿，只是因为愧疚没有办法表达。而鸣这边也说道，雾果对自己的愧疚和对鸣可能离开自己身边的害怕，自己也都理解。

因为这孩子没有出生，鸣成了替代品。正因如此，大家都很愧疚。大家之间虽然看起来紧紧相连，但是实际上却产生了相当的距离感。大家虽然心意相通，但最终还是孤独的。尤其是未咲被诅咒夺去生命后，现在的关系情况变得极其微妙。雾果更加不安，光代更加后悔，鸣更加伤心。

在这种暗藏的大情绪波动下，鸣希望找到一种东西，能让大家即使紧紧相连，也能内心平静。而这未出生的孩子正是承载这样思念和心意的最棒的寄托。

另外一方面，这孩子肯定也承载了鸣对于未咲的思念。鸣一直有在画妹妹为原型的画，从这个角度来说，画的作用和人偶的作用差不多吧。只不过，人偶比画在本片中似乎更加实体化一些。

全篇充斥着误会和猜疑，甚至恐怖，而这种猜疑正是《Another》所要塑造的核心氛围。化解猜疑，是全篇中最让人温暖的部分，也是我最喜欢的部分。

见崎鸣角色的发展是渐进的。一开始除了冰冷，你无法发现其他要素。但是，随着进一步的沟通，猜疑逐渐变为对话。从第2话起渐渐可以看出，尽管话是冰冷的，但是她毫无恶意，冰冷的话语中时常透露出善意。从第1话从旁人感觉近似恐吓的语气，到第2话提醒他不要接近自己，第3话把榊原从人偶房里拉出来，第4话关心他的身体状况，说自己要避免去学校让他和自己相见搭话。而第5话真正稍微恢复了正常女孩子的感觉。

我特别喜欢第5话。这时候离未咲去世应该也有近两个月，能够恢复普通的女孩一样自然说话感觉的见崎鸣，能够普通地露出感情的鸣，显示出强烈的反差萌。

在第5话过后，我甚至不觉得人偶房有多么可怕。我只是单纯地看着，鸣住在人偶房的家里，人偶是雾果愿望的寄托。鸣也是和人偶一样，弥补愿望的产物而已。之前可能会觉得人偶是极其恐怖的，然而所有人偶的确都寄托着雾果她的心意，包括那具未出生的孩子，都是雾果自己单纯的心意而已。再加上鸣褪去了幽灵的感觉，讲话方式也变得普通，在本话过后，我们也对人偶之屋彻底松了一口气。

身边的人神秘感与危险感如冰化水，是最让人安心的事情。有时候会安心到紧绷的神经一瞬间松了之后，眼泪突然就流出来的程度。我有这种体会。

随后的第6话，进一步有一些非常感动的片段。因为知道鸣不是幽灵，是善良的极棒的女孩，你进一步会感觉那只人偶之眼不仅一点违和感也没有，一点恐怖感都没有，而且非常漂亮。根据人对鸣感受的不同，对策组的那个成员会感觉那只眼睛是死亡的证明，鸣自己认为这是自己无用的象征，承载伤心记忆的仓库。而到此刻的观众，至少我，真的只会认为这只眼睛真的非常漂亮。

以及第7话，榊原怀疑自己是死者而心神不宁，做了非常恐怖的噩梦的时候，再次是鸣给了他定心丸。

这两话给人的感觉就是这样。你会发现，之前你觉得恐怖的一切只是因为你的无知。深入探寻下去，每个人都有每个人的故事，人偶也有人偶的故事，夜见山也有夜见山的故事。配上虽然仍旧冰凉但流淌着温和情绪的背景音乐（那曲叫《鸣と恒一ふたりっきりの孤独》，以及一曲未发行的电子琴曲），你会感觉之前所有觉得惊悚的事情都变得温和了下来，发现在这冰凉的被诅咒的世界，也有值得眷恋的感情。

之前说过，我并不觉得这番是恐怖的。我真正感觉恐怖的情节，是《AIR》几乎全话和《命运石之门》第11~13话。那时候的感觉非常痛苦。《Another》始终没有那种看完很不安的感觉。我想，这正是因为自始自终见崎鸣一直都没有表现出特别的恶意和怪异举动，就这么一直冷静地在主角的身边出现，也始终没有死，反而从某种程度上很让人安心吧。会给我一种神奇的感觉：只要见崎鸣她没事，就再没有其它可怕的事情了。

就是这样，有一个冷静的人在旁边，为你实时传递着让人心底踏实下来的信息，你也会变得冷静。

暑假里看完的唯一一部番。虽然故事、音乐上可取的点不多，但是凭借很多特色的意象元素、主题，以及极棒的角色塑造，博得了我的喜爱。可以说是不错的佳作。

关于anothercase挽救婚姻和挽救婚姻电影的介绍到此就结束了，不知道你从中找到你需要的信息了吗 ？如果你还想了解更多这方面的信息，记得收藏关注本站。