最新英语课文翻译

参考译文
New Experiencing English Book4 Unit1
绿化，永无止境
【1】环保主义思想已经深深地扎根于校园。

从加利福尼亚大学戴维斯分校的“零浪费”运动场到纽约州瓦瑟学院2007级学生献给学校的价值10 000美元的太阳能电池板，你可以看到环保运动已经蔓延到了全国。

环保意识已经深入学生们的内心，他们通过开展一些竞赛活动来推进回收再利用，并且大幅减少学生宿舍能源的使用。

学校里还开设了一些与环境相关的课程与专业，甚至还设立了一些奖学金。

这些新的举措是很有意义的。

高等教育明确定位，不仅要为社会培养有环保意识的公民，还要培养环保工程师、环保建筑师和环保政策的制定者。

康奈尔大学的校长戴维·斯科顿说得好：“可持续发展势在必行。

”Environmentalism is taking serious root on campuses. You can see it across the nation, from the zero-waste stadium at the University of California, Davis, to a $10,000 gift of solar panels to Vassar from the class of 2007. Students have gotten into the spirit, waging competitions to boost recycling and slash energy use in dorms. There are courses and entire majors built around environmental issues. There are even a few scholarships. The newfound attention makes sense. Higher education is well positioned to shape not only eco-aware citizens, but green engineers, architects and policymakers. Cornell president David Skorton puts it best: “Sustainability is no longer an elective.”【2】想要探寻环保运动已经广泛开展的证据，只需关注全国各大学都热衷参与的“回收狂”（RecycleMania）竞赛便能找到答案。

2008年的冠军不是像哈佛大学和斯坦福大学这些以环保著称的著名学府，而是密歇根州的一所微不足道的学院——卡拉马祖学院。

在历时十周的比赛中，卡拉马祖学院的同学们共回收利用了59%的废物。

（哈佛是27%，斯坦福是30%）。

回收俱乐部的成员们开展了名为“宿舍风暴”的活动，在每个寝室埋伏了同学来专门观察和宣传那些减少浪费的行为和美德。

他们还从校内垃圾桶里收集可回收材料——甚至运送泡沫塑料和废旧电脑到公司，以便加工后再利用。

他们把废弃的书拆开来使得纸张可以再利用。

一些旧的椅子、杯子、扬声器，甚至一台钢琴也在校园的二手货交易地重获新生，这里满屋子都是一些二手货，当然还是免费的。

For evidence of how the movement has spread, consider the nationwide RecycleMania competition among colleges. The 2008 champion wasn’t a powerhouse university li ke Harvard or Stanford with an established reputation for environmentalism. It was tiny Kalamazoo College in Michigan. During the 10-week contest, K’zoo students recycled 59 percent of their trash. (Harvard and Stanford totaled 27 percent and 30 percent, respectively.) Members of the recycling club launched a “dorm storm,” ambushing students in their rooms and preaching the virtues of waste reduction. They collected recyclables from public bins around campus — even carting styrofoam and old computers to companies that could reprocess them. They cut discarded books from bindings so the paper could be recycled. Even old chairs, mugs, speaker systems — and a piano — found new life at the campus exchange, a room full of secondhand stuff that’s free.
【3】从杜克大学里带有环保屋顶的“智慧屋”（一个同时可作为绿色生活实验室的宿舍）到加利福尼亚大学默塞德新校区，那里的所有建筑都达到了美国绿色建筑委员会制定的标准，环保建筑也如春笋般突然出现在校园中。

位于南卡罗莱纳州格林维尔市的福尔曼大学也实施了一项最不寻常的计划。

2008年6月，福尔曼大学与《南方生活》杂志协力创建了名为“绝壁村舍”的太阳能展示区。

它占地3 400平方英尺（315.9平方米），在将来也许会成为环保主义者的梦想住宅。

它拥有地热、有机花园、竹子地板（因为竹子长得快）和符合美国能源之星环保标准的设备。

有了室外的太阳能板和室内的能源节约技术，这间屋子产生的能源比它所消耗的能源多6到10倍。

一年以后，“绝壁村舍”将向外界开放。

此后，该建筑将变成学校的可持续发展中心，该中心将开设一系列关于绿色生活的课程。

Green buildings are also cropping up on campuses, from Duke with its green-roofed “Smart Home” (a dorm that also functions as a laboratory for green living) to the new University of California, Merced, where all the buildings meet the exacting standards of the U.S. Green Building Council. One of the most unusual projects is at Furman University in Greenville, S.C. In June 2008, the college opened a solar-powered showcase home called Cliffs
Cottage in conjunction with Southern Living magazine. At 3,400 square feet, it could be an environmentalist’s trophy home. It features geothermal heating, organic gardens, bamboo flooring (since bamboo is quick-growing) and ENERGY STAR appliances. The house generates 6 to 10 times more energy than it uses, thanks to solar panels outside and energy-sparing technologies within. For a year, Cliffs Cottage will be open to the public. After that, it will become Furman’s Center for Sustain ability, with classes on green living.
【4】对于那些想要找寻更严谨的方法来研究环境的人来说，选择是很多的。

科罗拉多州立大学开设了100多门涉及了从工程学到大气科学等领域的课程。

科罗拉多州立大学校长拉里·爱德华·彭利说：“学生们可以和那些致力于减缓气候变化和制造新能源的教授们一起学习和工作。

”几年前，工程学专业的学生们就提出了改造雪上汽车中二冲程发动机的方法，此方法可以使汽车更环保，更节能。

一家名为Envirofit国际集团的公司正在亚洲地区销售这种技术，以帮助减少机动人力车带来的污染。

当科罗拉多州立大学巨大的风力田建成后，学生们也将能够参与相关的多领域研究项目。

For those seeking more-rigorous ways to study the environment, there’s no lack of options. Colorado State University offers more than 100 courses in fields from engineering to atmospheric science. “Students can work with professors who are engaged in the latest ideas on reducing climate change and producing new energy sources,” says CSU president Larry Edward Penley. Several years ago, engineering students came up with a way to retrofit two-stroke engines on snowmobiles, making for cleaner, more efficient machines. A company called Envirofit International is now marketing the technology in Asia to help cut pollution from auto rickshaws. Students will also be able to help with multiple research projects at the huge new wind farm CSU is building.
【5】能给人们提供学习机会的不仅仅是自然科学。

位于宾夕法尼亚州卡莱尔的迪金森学院在政治系和历史系开设了70多门与环保相关的课程。

环境历史学家杰里米·维特尔说：“人类改造了环境，环境也影响着人类事件。

”他提到了20世纪30年代的沙尘暴时期，当恶劣的沙尘暴毁坏了大量的农田后，政府不得不介入表层土的保护问题。

福尔曼大学甚至还在核心课程里增加了环保方面的课程，如可持续企业，环境写作等课程。

福尔曼大学还每年提供高达7 500美元的奖学金给那些热衷于环保工作的学生。

It’s not just the sciences that offer opportunities for study. Dickinson College in Carlisle, Pennsylvania, has more than 70 classes in departments like policy studies and history. “Humans have transformed the environment, and the environment has affected human events,” says enviro nmental historian Jeremy Vetter. He points to the Dust Bowl of the 1930s, when severe dust storms devastated so much farmland that the government stepped in to help save topsoil. Furman has even added a core-curriculum requirement for environmental studies, with classes like The Sustainable Corporation and Environmental Writing. And the college offers scholarships of up to $7,500 a year to environmentally active students.
【6】很多学生的最终目标是把他们在环保方面的经验应用到实习和工作中。

对于迪金森学院08届毕业生玛吉·斯通卡什来说，那意味着她将花6个月的时间参与管理学校15英亩（60 702.8平方米）的有机农田。

她和同事们会开展实地考察旅行，到像罗德研究所那样的地方去参观。

罗德研究所是可持续发展农场的典范，在它周围的农场中饲养了完全食草的牛，他们还运用免耕技术来保护表层土壤。

在那里他们充分体验着沉浸式的农场生活（他们住在圆顶帐篷中——一种宽大的，圆形的蒙古族风格的帐篷，那是一个用太阳能作能源并且没有电网的地方）。

斯通卡什说：“我热爱有机耕作，因为这是人们恢复可持续生活方式的一个渠道。

”
Ultimately, the goal for many students will be to translate their experiences into internships and jobs. For Maggie Stonecash, a 2008 Dickinson graduate, that means spending six months helping to manage the college’s 15-acre organic farm. She and her fellow interns take field trips to places like the Rodale Institute, which is a leader in sustainable farming, and to nearby farms that raise grass-fed beef or use “no till” practices to spare the topsoil. They live on the farm for “full immersion” (and they live in yurts — large, round Mongolian-style tents, which are solarpowered and off the grid). “I feel passionate about organic farming as a way to help bring back a sustainable lifestyle,” Stonecash says.
New Experiencing English Book4 Unit3
全球竞争力：大学生需要的知识和技能
【1】就国家安全、环境的可持续发展以及经济发展而言，无论是国家的所为还是我们的日常生活都与境外政府、商业团体以及个人有着千丝万缕、错综复杂的联系。

In matters of national security, environmental sustainability, and economic development, what we do as a nation and in our everyday lives is inextricably intertwined with what governments, businesses, and individuals do beyond our borders.
【2】这样的现实能帮助我们更加清楚地定义教育的职责：如何培养学生在联系紧密的世界中获得成功，让他们成为21世纪我们国家需要的公民、劳动者以及领导者。

对学校来说其紧迫任务就是要培养真正了解世界的人才——了解不同地区的文化，了解不同地区的语言以及不同地区的经济、环境和社会体系运行方式。

This new reality helps us more clearly define the role that education must play in preparing all students for success in an interconnected world and creating the citizens, workers and leaders our nation needs in the 21st century. It's an urgent call for schools to produce students that actually know something about the world — its cultures, languages and how its economic, environmental and social systems work.
【3】经过仔细推敲和斟酌，我们在此处给出了全球竞争力的定义：全球竞争力是一种能够理解全球化的意义并能为之采取行动的能力和素养。

此概念清晰地诠释了21世纪学生需要的知识和技能。

A process of careful articulation and vetting yielded the definition of global competence here proposed: Global competence is the capacity and disposition to understand and act on issues of global significance. It articulates the knowledge and skills students need in the 21st century.
【4】探究世界。

具有全球竞争力首先须具备探究世界的意识，要对世界充满好奇，并且有兴趣去认知世界并了解它如何运行。

具有这种能力的学生能够提出具有批判性的问题，并能对这些可研究的问题进行探索——这些问题可能没有唯一的正确答案，但它们却需要人们在知识上和情感上进行全面系统地投入。

他们提出的问题具有全球化的重要意义，所涉及的重要现象和重大事件，无论源于地方社区，还是源于世界其他地区，都是全世界相关的。

Investigate the World. Global competence starts by being aware, curious, and interested in learning about the world and how it works. Globally competent students ask and explore critical quest ions and “researchable” problems —problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally. Their questions are globally significant, questions that address important phenomena and events that are relevant world wide — in their own community and in communities across the globe.
【5】具有全球竞争力的学生能够表明他们所提出的问题的重要性，知道如何在来自地方的、国内的以及国外的，可能源自不同语言的众多信息来源中判断、收集和分析可靠信息以回应这些问题。

他们具有将本地事件和国际联系的能力，例如，解释一个诸如他们学校的回收项目这样的地方性议题是怎样充分体现了一个远远超出他们后院的全球性运动的。

Globally competent students can articulate the significance of their questions and know how to respond to these questions by identifying, collecting, and analyzing credible information from a variety of local, national and international sources, including those in multiple languages. They can connect the local to the global, for example, by explaining how a local issue like their school recycling program exemplifies a global process far beyond their backyards.
【6】识别观点。

具有全球竞争力的学生需要意识到他们有别人认可或不认可的独特见解。

他们要能够表达和解释其他人、其他团体和不同思想流派的观点，并能发现影响这些观点的各种因素，也知道对知识、科技以及资源的不同获取途径是如何影响人们的观点的。

对他人观点的理解根植于他们对其他文化历史知识以及当今事件的谙熟。

他们能分析、比较自己和别人观点的异同，并且在需要的时候整合自己和别人的观点以形成新的见解。

Recognize Perspectives. Globally competent students recognize that they have a particular perspective and that others may or may not share it. They are able to articulate and explain the perspectives of other people, groups, or schools of thought and identify influences on these perspectives, including how differential access to knowledge, technology, and resources can affect people’s views. Their understanding of others’ perspectives is deeply informed by historical knowledge about other cultures as well as contemporary events. They can compare and contrast their e rspective with others, and integrate their own and others’ viewpoints to construct a new one, when needed.
【7】交流观点。

具有全球竞争力的学生知道他们的交流对象基于文化、地理、信仰、意识形态、财富和其他因素的不同而观点各异，对于相同的信息他们会得出不同的结论。

这些学生可以通过语言或非语言的形式和不同的人群进行交流。

由于英语已经日益成为贸易和交流的通用语言，不管是在美国还是别处，具有全球竞争力的学生必须具备较高的英语水平，除此之外至少还需要掌握一门其他世界语言。

Communicate Ideas. Globally competent students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information. They can effectively communicate, verbally and non-verbally, with diverse audiences. Because it is increasingly the world’s common language for commerce and communication, globally competent students in the US and elsewhere are proficient in English as well as in at least one other world language.
【8】观点的交流发生在众多文化迥异的场合中，尤其是在相互合作的团队里。

具有全球竞争力的学生能够把自己置于不同的文化环境中，组织和参加不同的群体，协同目标有效工作。

Communicating ideas occurs in a variety of culturally diverse settings, and especially within collaborative teams. Globally competent students are able to situate themselves in a variety of cultural contexts, organize and participate in diverse groups, and work effectively toward a common goal.
【9】具有全球竞争力的学生还需要对媒体和艺术有感知力。

他们明白如何选择以及如何有效使用恰当的技术和媒介来和不同的受众交流，包括通过各种合法的在线社交网络。

简言之，他们有足够的技术和媒体知识应用于国际交际场景。

Globally competent students are also media and artistically savvy; they know how to choose and effectively use appropriate technology and media to communicate with diverse audiences, including through respectful online social networking. In short, they are technology and media literate within a global communications environment.
【10】采取行动。

从了解世界到改变世界需要使用什么样的知识和技能？首先要相信自己有改变世界的能力。

具有全球竞争力的学生把自己当作参与者而不是旁观者。

无论是从事遭人攻击的人权宣传活动，还是从事开发人们尚未意识到其商业价值的产品活动时，他们总能敏锐地发现施展才能的机会。

不管是独自一人还是与他人合作，具有全球竞争力的学生总是能基于事实和洞察力来设想和权衡自己的行为，使其既符合道德伦理，又具有创造性。

他们能综合多方意见和对他人可能产生的结果来评估这些行为的潜在影响；他们显示出行动的勇气，同时又能不断反思自己的行为。

Take Action. What skills and knowledge will it take to go from learning about the world to making a difference in the world? It takes seeing oneself as capable of making a difference. Globally competent students see themselves as players, not bystanders. They’re keenly able to recognize opportunities from targeted human rights advocacy to creating the next out-of-the-box, must-have business product we didn’t know we needed. Alone or with others, ethically and creatively, globally competent students can envision and weigh options for action based on evidence and insight; they can assess their potential impact, taking into account varied perspectives and potential consequences for others; and they show courage to act and reflect on their actions.
【11】运用学科以及交叉学科的专业知识。

全球竞争力难道只包含技能而没有知识吗？回答是否定的。

学习的内容很重要，以前如此，现在也如此。

全球竞争力要求上述的能力既可以在学科范畴内应用，同时也能结合具体情况应用到各门学科的研究方法和知识创造中。

具有全球竞争力的学生要学会像历史学家、科
学家以及艺术家那样去思考，善于使用探究学科知识的工具和方法。

Apply Disciplinary and Interdisciplinary Expertise. Is global competence all skills and no knowledge? Hardly. As true now as at any other time, learning content matters. Global competence requires that the capacities described above be both applied within academic disciplines and contextualized within each discipline’s methods of inquiry and production of knowledge. Globally competent students learn to think like historians and scientists and artists by using the tools and methods of inquiry of the disciplines.
【12】全球竞争力还要求具有通过交叉学科的视角去解读当今世界的形势、问题以及趋势的能力，这样才能更好地理解问题的内在关联性，既要看到大环境，又要注意到微妙的细节。

具有竞争优势的学生能明察事态的发展，能够解读环境、金融、社会以及其他体系的内在关系，理解社会与文化之间的相对平衡会产生怎样的短期和长期影响。

培养具有全球竞争力的学生需要他们实实在在地、发展合宜地、长期地参与到复杂的世界变化之中。

Global competence also requires the ability to understand prevailing world conditions, issues, and trends through an interdisciplinary lens as well, in order to understand the interconnectedness of the issue and its broad themes as well as subtle nuances. A competitive advantage will go to those students who k now what’s going on in the world, can comprehend the interconnectedness of environmental, financial, social, and other systems, and understand how the relative balance of power between societies and cultures has significant short and long-term consequences. Educating students for global competence requires substantive, developmentally appropriate engagement over time with the world’s complexities.
【13】在这个变化的世界中，全球竞争力是我们理解教育目的变化的关键所在。

全球各地的学生都应该得到在全球经济中获得成功的机会，并作为世界公民为世界贡献力量。

我们必须为全球化的21世纪打造更具创造力、更具远见的教育体系，时不待人！
Global competence is a crucial shift in our understanding of the purpose of education in a changing world. Students everywhere deserve the opportunity to succeed in the global economy and contribute as global citizens. We must fashion a more creative and visionary educational response to the interconnected world of the 21st century, starting now.
New Experiencing English Book4 Unit5
戒烟之辍，人脉之殁
尼希尔·斯瓦米纳森
【1】一项新的研究表明，戒烟失败者不仅会危害自身健康，还可能失去结交新朋友的机会，在某些情况下甚至连故交也难保。

Smokers who fail to kick the habit are not only hurting their bodies but may also be missing a chance to make new friends or, in some cases, keep old ones, according to new research.
【2】《新英格兰医学杂志》上发表了一篇研究报告，一项针对超过12 000名烟民（包括他们的朋友，家人和同事）历时30年的研究分析表明，尝试戒烟会成为周围人群，如一帮叽叽喳喳的大学生或小公司的同事们的谈资，从而增加戒烟者的人际吸引力。

Researchers report in The New England Journal of Medicine (NEJM) that an analysis of more than 12,000 smokers (and their friends, families and colleagues) over a 30-year period shows that attempting to quit smoking can serve as a people magnet by becoming a phenomenon among social groups, like a gaggle of college students or co-workers at a small firm.
【3】根据这项研究，戒烟往往牵涉戒烟者人际网络的改变，这些人的言行会传播到与其打交道的其他人际圈里。

该研究的参与者之一，哈佛大学医学院研究医疗保健政策的尼古拉斯·克里斯塔科斯教授说，“从深层次上讲，你的戒烟行为与那些离你的人际圈有两三层距离的戒烟者的戒烟行为息息相关。

虽然你与这些人素昧平生，然而他们的行为却可以通过这样的人际网络波及并影响到你。

”
According to the study, quitting often involves networks of people who spread the word (and behavior) to other
cliques with whom they interact. "In a deep way, there's an association between you quitting and the quitting of people that are two to three degrees away from you," says study co-author Nicholas Christakis, a professor of health care policy at Harvard Medical School. "People you don't know personally, their actions ripple through the network and affect you."
【4】克里斯塔科斯认为这种影响可以引起“戒烟级联效应”，就像电网输电线上的电灯一样，随着电网的向外延伸，灯光逐渐变暗直至完全熄灭。

而在电网中那些未受停电影响的地方，比如那些未受实际灯火管制的地方，通常都处在电网的边缘地带——在戒烟的级联效应中则对应那些依旧抽烟的人。

Christakis says the effect triggers "quitting cascades" analogous to lights going out down the line on a power grid until ultimately it goes dark. The parts of the grid that are not affected by the loss of power, as in an actual blackout, are usually those on the fringes of the web—in a quitting cascade, it is those who continue to smoke.
【5】马里兰州贝塞斯达国家老龄研究所行为和社会研究部主任理查德·苏兹曼认为，级联效应研究对我们帮助烟民和其他“瘾君子”摒弃不良习惯有启示作用。

“如果戒烟的决定通过社会网络产生级联效应，”他讲到，“那么这项研究就为影响抽烟行为的公共健康运动提供了新的方法。

”
Richard Suzman, director of the division of behavioral and social research at the National Institute on Aging in Bethesda, Md., said the study sheds light on ways to help smokers and other addicts break their habits. "If decisions to quit cascade through social networks," he said in a statement, "then this stud y has provided public health campaigns a powerful new methodology with which to influence behaviors."
【6】克里斯塔科斯与他的同事詹姆斯·福勒——加利福尼亚大学圣地亚哥分校的政治学副教授，采用Framingham 心脏研究受试者的数据，整合了一个包含12 067人的人际网络，其中的每一个人都能通过亲友、工作或社会关系与其他几个人建立起联系。

该研究对受试者的健康状况，包括抽烟情况和社会联系每四年更新一次，为抽烟行为的分析提供了理想的数据来源。

Christakis and colleague James Fowler, an associate professor of political science at the University of California, San Diego, used data from subjects of the Framingham Heart Study, putting together a network consisting of
12,067 people, with each person being connected to several others through familial, work or social relationships.
In the detailed heart study, participants' current health—including smoking status—and social connections were updated every four years, making the data set ideal for the analysis on smoking behavior.
【7】该研究中那些与多人保持联系的人会发现自己处于一个较大的社会群体的中心地位。

克里斯塔科斯注意到，在研究初期，抽烟者和不抽烟者均可能处在中心地位，然而随着抽烟行为越来越不受欢迎，吸烟者就迁移到了网络的边缘，而戒烟者（或是从来就不抽烟者）则获得了更多的人际联系。

Those with connections to a lot of other people in the study would find themselves at the center of large social clusters. Christakis notes that at the beginning of the study, smokers and nonsmokers were just as likely to be one of these central figures, but as smoking became less and less popular, smokers moved to the periphery of these webs, whereas people who had stopped smoking (or had never started) had more connections.
【8】福勒在分析研究数据时发现，抽烟者向社交圈外围移动的模式之明显非常令人震惊。

“不仅仅是抽烟者越来越不受欢迎，”克里斯塔科斯补充道，“他们的朋友也一样逐渐被冷落。

”
Fowler notes that when looking at the data, he was shocked by how clearly the pattern of smokers moving to the outside of social circles appeared. "It's not just that the [smokers are] less popular," Christakis adds, "it's that their friends are less popular, too."
【9】研究人员发现，正如人们所料想的那样，配偶对一个人的抽烟行为影响最大。

如果一方戒烟，那么另一方有67%的几率会戒烟。

对相互影响的朋友来讲，这一几率大致为50%。

而受兄弟姐妹戒烟的影响而戒烟的几率却只有25%。

Researchers found that, unsurprisingly, spouses have the most influence on another person's smoking behavior. If a partner kicked the habit, there was a 67 percent chance their significant other would, as well. Friends were roughly
half as influential; and if a person's sibling quit, they were only 25 percent likely to be inspired to drop the habit 【10】研究人员发现，那些至少接受过一点高等教育的人更能帮助同伴戒烟，也更易受别人影响而摒弃陋习。

克里斯塔科斯指出以往的研究表明较高社会经济阶层的人更易接受社会流行趋势——极具讽刺意味的是，抽烟正是20世纪初的流行趋势之一！
The scientists found that people with at least some college education were found to be more helpful partners in the quitting process as well as more easily influenced by others to toss their smokes. Christakis points out that past studies showed that people in higher socioeconomic classes were the first to embrace social trends—one of those, ironically, being smoking in the early 20th century
【11】研究的参与者，福勒指出教育的目的之一就是使人们更易于接受社会规范。

“教育有助于人们达成共识，齐心协力去完成一项特定的事业，”他说，“目前我们从事的工作就关乎人们的健康行为，具体讲就是改变抽烟的行为。

”
One of the goals of an education, says co-author Fowler, is to make people more receptive to social norms. "Education helps people to come together and coordinate on a particular project," he says. "Here the project is health behaviors—specifically smoking."
【12】在《新英格兰医学杂志》上与这项研究随发的一篇社论中，加利福尼亚大学旧金山分校的健康和卫生保健教授史蒂文·施勒德提醒人们重视对不可自拔的瘾君子的边缘化问题。

他说，“抽烟边缘化的危险之一是那些患有精神疾病、滥用药物或同时受这两种因素困扰的抽烟高发人群被进一步孤立。

其潜在的精神状况已使他们声名狼藉，抽烟的恶习更是雪上加霜，使他们和家人追求健康之旅步履维艰。

”
In an editorial accompanying the study in the (NEJM), Steven Schroeder, a professor of health and health care at the University of California, San Francisco, warned about the marginalization of stalwart puffers. "A risk of the marginalization of smoking is that it further isolates the group of people with the highest rates of smoking—persons with mental illness, problems with substance abuse or both," he wrote. "These people are already stigmatized by their underlying psychiatric condition. Adding the further burden of the stigma associated with smoking makes it even harder for them to achieve the wellness that they and their families seek."
新视野4
Unit 5
section A 选择独处
事实如此，我们孤独无依地生活着。

据最近的统计，共有2,200万人独自生活在自己的住所里。

其中有些人喜欢这种生活，有些却不喜欢。

有些离了婚，有些鳏寡无伴，也有些从未结过婚。

Here we are,all by ourselves,all 22 million of us by recent count,alone in our rooms,some of us liking it that way and some of us not.Some of us divorced,some widowed,some never yet committed.
孤独或许是这里的一种民族弊病，我们羞于承认它，甚于其他任何罪恶。

而另一方面，故意选择独处，拒绝别人的陪伴而非为同伴所弃，却是美国式英雄的一个特点。

孤独的猎人或探险者去鹿群和狼群中冒险，征服广袤的荒野时，并不需要有人陪伴。

梭罗独居在湖畔的小屋，有意疏离了城市生活。

现在，这成了你的个性。

Loneliness may be a sort of national disease here,and it's more embarrassing for us to admit than any other sin.On the other hand,to be alone on purpose,having rejected company rather than been cast out by it,is one characteristic of an American hero.The solitary hunter or explorer needs no one as they venture out among the deer and wolves to tame the great wild areas.Thoreau,alone in his cabin on the pond,his back deliberately turned to the town.Now that's character of you.
独处的灵感是诗人和哲学家最有用的东西。

他们都赞成独处，都因能够独处而自视甚高，至少在他们匆忙赶回家喝茶之前的一两个小时之内是这样。

Inspiration in solitude is a mayjor commodity for poets and philosophers.They're all for it.They all speak。