研究生基础英语综合课文翻译unit2-unit7

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硕士英语综合教程2课文翻译

Unit 1成功机构，以人为本“我们公司的经营模式是公司和每一位员工共同成功，绝不落下任何人，这也是成功经营一个企业的典范??”——霍华德·舒尔茨1. 英特尔公司奉行它。

微软、摩托罗拉、戈尔、西南航空公司、班杰瑞、惠普、林肯电气以及星巴克也都奉行它。

它是什么？它就是这些公司所奉行的“以人为本”的策略。

2.越来越多的例子证明，成功的组织都是以人为本的。

为什么？因为精明的经理人们已经认识到他们企业的员工才是它们唯一真正的竞争优势。

竞争者可以在产品、工艺、选址、销售渠道等诸多方面与其不相上下，但却很难效仿的是拥有一支由专业素质高和工作动机强的人组成的劳动力队伍。

几乎在所有的行业，那些成功的公司之所以超越它们的对手们，主要的区别就在于他们所能够得到和留住想要的人。

3. 哪些做法才能区分以人为本的公司呢？我们至少可以列出四条：第一，它们重视文化的多样性。

它们根据年龄、性别和种族积极寻求一支多元化的员工队伍。

第二，它们具有家庭氛围。

公司通过为其员工提供灵活的工作时间以及现场托儿服务设施等帮助员工平衡工作和个人职责之间的关系。

第三，它们对员工培训进行投资。

这些公司花费巨资以确保员工的技能水平始终保持最新状态。

这不仅确保员工可以处理该公司的最新技术和工艺，而且还使这样的员工极具市场竞争力。

第四，以人为本的公司将权力下放给员工。

它们将权力和义务下放到公司的最底层。

4. 那些奉行以人为本的组织拥有一支更敬业、更忠诚的工作团队。

因而这样的团队精神转化成了高生产率和工作满意度。

这些员工会愿意做出更大的努力——为了准确彻底地完成他们的工作，他们会全力以赴。

我们来看一看其中的一个因奉行“以人为本”而取得成功的公司：星巴克。

星巴克的卓越成就5. 让你在咖啡中醒来！——星巴克无处不在。

作为世界首屈一指的专业咖啡零售商，星巴克在世界上30多个国家开设和授权开设了8000多家咖啡店。

这些咖啡店销售各种各样的咖啡饮品、食物、咖啡及咖啡用品。

研究生综合英语2(修订版)课文翻译

Unit 1Translation of Text如何应对恭维H·艾伦·史密斯尽管我确信蓄胡子会使我更加气度不凡，走在大街上会使女性发笑，但我从不留胡子，原因是我不敢冒险，因为哪怕蓄一点点胡子也很危险，它会招来别人的恭维。

例如，如果一位女士走到我跟前，说道：“你的胡子最迷人，”我会无所适从，不知怎样回答才好。

我可能会惊慌得脱口而出：“我也喜欢您的胡子。

”在社会交往中，应对恭维比对付辱骂要艰难得多，这话听起来有点矛盾，却有一定的道理。

闲聊时来句恭维话，往往让我们大多数人不知所措。

例如，有人对我们说上一句动听、赞美的话，我们就慌得说不出话来，膝盖开始瑟瑟发抖。

如果别人称赞不是真正属于我自己的东西时，我根本无法欣然接受。

我家住在一个小山上，俯瞰山下一片宽广的谷地。

来访者惊叹道：“天哪！你这儿的景色太美了！”整个山谷原本就在那里，不是我造的，也不属于我。

然而我傻乎乎地笑着说：“噢，没什么——无非是过去留下的一片土地而已。

”我在接受这种特定的恭维时，表示最能完全接受的说法就是“嗯，我们喜欢。

”采用这种答话必须得小心谨慎。

就某样东西说“我们喜欢”，言外之意就是，还有许多其他人都认为它很令人讨厌。

不久前，我和一批人在一起时，其中有位来自澳大利亚的地球物理学家在滔滔不绝地谈论宇宙中的奇观。

“我们生活的这个地球，”他说道，“是个了不起的、生机勃勃的、旋转的行星，是由一些不可思议的奇观组合而成。

”随后便是长时间的停顿。

这时，一位被他的这种极度夸张的恭维话所吸引的妇女，禁不住说道，“嗯，我们喜欢这个地球。

”我认为，对待恭维采取否定和贬低的态度是错误的。

“多漂亮的礼服啊！”你的朋友赞美道。

“噢，这么破的旧衣服！”你回答道。

这种情景，与我上述提出的观点非常相似。

别人赞美你的礼服，你无权为此感到羞愧或恼怒——除非这件礼服恰好是你自己亲手缝制的。

如果你这么说，“我是在麦茜商场的地下室和另一个妇女经过一番争抢才买下来的，”你可能会感觉更好些。

研究生英语课文翻译Unit 7

The Healing power of BeliefFor the past two years,I have been studying cancer survivors at UGLA,trying to find out why it is that some people respond much better to their treatment than do others.At first I though that some patients did well because their illnesses were not as severe as the illnesses of others.On closer scrutiny,however,I discovered that severity of the illness was only one of a number of factors that accounted for the difference between those who get well and those who don’t .The patients i am talking about here received upon diagnosis whatever therapy medication,radiation,surgery-their individual cases demanded.Yet the response to such treatments was hardly uniform.Some patients fared much better in their therapies than others.在过去的两年里，我一直在UGLA研究癌症幸存者，试图发现为什么对有些人治疗产生的效果会比其他人好。

以开始我认为一些人治疗效果好是因为他们的疾病没有别人眼中。

研究生综合英语3 unit 1, 2,3,7,8 原文+译文+重点【辛辛苦苦总结的期末资料】

1.Unit OneA Question of Degree对学位的质疑Perhaps we should rethink an idea fast becoming an undisputed premise of American life that a college degree is necessary(and perhaps even a sufficient) precondition for success.I do not wish to quarrel with the assumptions made about the benefits of orthodox education.I want only to expose its false god:the four-year, all-purpose,degree-granting college,aimed at the so-called college-age population and by now almost universally accepted as the stepping-stone to“meaningful”and “better”jobs.What is wrong with the current college/work cycle can be seen in the following anomalies:we are selling college to the youth of American as a take-off pad for the material good life.College is literally advertised and packaged as a means for getting more money through“better”jobs at the same time that Harvard graduates are taking jobs as taxi drivers.This situation is perversion of the true spirit of a university，a perversion of a humane social ethic and，at bottom，a patent fraud.To take the last point first,the economy simply is not geared to guaranteeing these presumptive “better”jobs;the colleges are not geared to training for such jobs;and the ethical propriety of the entire enterprise is very questionable.We are by definition(rather than by analysis)establishing two kinds of work:work labeled“better”because it has a degree requirement tagged to it and nondegree work,which,through this logic, becomes automatically“low level”.This process is also destroying our universities.The“practical curriculum”must become paramount;the students must become servants of big business and big government.Under these conditions the university can no longer be an independent source of scientific and philosophic truth-seeking and moral criticism.Finally,and most important，we are destroying the spirit of youth by making college compulsory at adolescence,when it may be least congruent with emotional and physical needs;and we are denying college as an optional and continuing experience later in life,when it might be most congruent with intellectual and recreational needs.Let me propose an important step to reverse these trends and thus help restore freedom and dignity to both our colleges and our workplaces.We should outlaw employment discrimination based on college degrees.This would simply be another facet of our“equal-opportunity”policy and would add college degrees to sex,age, race,religion and ethnic group as inherently unfair bases for employment selection.People would，wherever possible，demonstrate their capacities on the job.Where that proved impractical，outside tests could still serve.The medical boards，bar exams，mechanical，mathematical and verbal aptitude tests might still be used by various enterprises.The burden of proof of their legitimacy，however，would remain with the using agencies.So too would the costs.Where the colleges were best equipped to impart a necessary skill they would do so，but only where it would be natural to the main thrust of a university endeavor.The need for this rethinking and for this type of legislation may best be illustrated by a case study.Joe V.is a typical liberal-arts graduate，fired by imagination art and literature.He took a job with a large New York City Bank，where he had the opportunity to enter the“assistant manager training program”.The trainees rotated among different bank departments to gain technical know-how and experience and also received classroom instruction，including some sessions on“how to write a business letter.”The program was virtually restricted to college graduates. At the end of the line，the trainees became assistant bank managers：a position consisting largely of giving simple advice to bank customers and a modest amount of supervision of employees.Joe searched for some connection between the job and the training program，on the one hand，and his college-whetted appetites and skills on the other.He found nothing.In giving Joe preference for the training program,the bank had bypassed a few enthusiastic aspirants already dedicated to a banking career and daily demonstrating their competence in closely related jobs.After questioning his superiors about the system,Joe could only conclude that the“top brass”had some very diffuse and not-too-well–researched or even well-thought-out conceptions about college men. The executives admitted that a college degree did not of itself ensure the motivation or the verbal or social skills needed.Nor were they about what skills were most desirable for their increasing diverse branches.Yet they clung to the college prerequisite.Business allows the colleges to act as recruiting,screening and training agencies for them because it saves money and time.Why colleges allow themselves to act as servicing agents may not be as apparent.One reason may be that colleges are increasingly becoming conventional bureaucracies.It is inevitable,therefore,that they should respond to the first and unchallenged law of bureaucracy:expand!The more that college’s can persuade outside institutions to restrict employment in favor of theirclientele,the stronger is the college’s hold and attraction.This rational becomes even clearer when we understand that the budgets of public universities hang on the number of students“serviced”.Seen from this perspective,then,it is perhaps easier to understand why such matters as“university independence”or“the propriety”of using the public bankroll to support enterprises that are expected to make private profits, can be dismissed.Conflict of interest is difficult to discern when the interests involved are your own.What is equally questionable is whether a college degree,as such,is proper evidence that new skills that are truly needed will be delivered.A friend who works for Manpower Training Program feels that there is a clear divide between actual job needs and college-degree requirements.One of her chief frustration is the knowledge that many persons with ability to do paraprofessional mental-health work are lost to jobs they could hold with pleasure and profit because the training program also require a two-year associate art degree.Obviously,society can and does manipulate job status.I hope that we can manipulate it in favor of the greatest number of people.More energy should be spent in trying to upgrade the dignity of all socially useful work and to eliminate the use of human beings for any work that proves to be truly destructive of the human spirit. Outlawing the use of degrees as prerequisites for virtually every job that our media portray as“better”should carry us a long step toward a healthier society.Among other things,there is far more evidence that work can make college meaningful than that college can make work meaningful.My concern about this degree/work cycle might be far less acute;however,if everyone caught up in the system were having a good time.But we seem to be generating a college population that oscillates between apathy and hostility.One of the major reasons for this joylessness in our university life is that the students see themselves as prisoners of economic necessity.They have bought the media message about better jobs,and so they do their time.But the promised land of“better”job is, on the one hand,not materializing,and on the other hand the students is by now socialized to find such“better”jobs distasteful even if they were to materialize.One of the major improvements that could result from the proposed legislation against degree requirements for employments would be a new stocktaking on the part of all our educational pulsory schools,for example,would understand that the basic skills for work and family life in our society would have to be compressed into those years of schooling.Colleges and universities,on the other hand,might be encouraged to be unrestricted,as continuous and as open as possible.They would be released from the pressures of ensuring economic survival through a practical curriculum.They might best be modeled after museums.Hours would be extensive，fees minimal，and services available to anyone ready to comply with course-by-course demands.College under these circumstances would have a clearly understood focus，which might well be the traditional one of serving as gathering place for those persons who want to search for philosophic and scientific“truths”.This proposal should help our universities rid themselves of some strange and gratuitous practices.For example，the university would no longer have to organize itself into hierarchical levels：B.A.,M.A.,PH.D.There would simply be courses of greater and lesser complexity in each of the disciplines.In this way graduate education might be more rationally understood and accepted for what it is——more education.The new freedom might also relieve colleges of the growing practice of instituting extensive“work programs,”“internships”and“independence study”programs.The very names of these enterprises are tacit admissions that the campus itself is not necessary for many genuinely educational experiences.But,along with “external degree”programs,they seem to pronounce that whatever one has learned in life by whatever diverse and interesting routes cannot be recognized as increasing one’s dignity,worth,usefulness or self-enjoyment until it is converted into degree credits.The legislation I propose would offer a more rational order of priorities.It would help recapture the genuine and variegated dignity of workplace along with the genuine and more specialized dignity of the university.It would help restore to people of all ages and inclinations a sense of their own basic worth and offer them as many roads as possible to reach Rome.Vocabulary1.What look like generous hire-purchase terms are fundamentally just encouragement to the customer to spend his very last penny.【at bottom】2.A lot of viewers complain that there is too much crime and needless sex and violence on TV.【gratuitous无端的】3.I read a brief extract of Erving Goffman's new detective novel on the train and it has rather aroused my appetite for mysteries.【whetted引起】4.The article simply records the political changes of the last year,but it doesn't offer an honest appraisal of the government's achievements.【stocktaking评价估量】st week the city government warned that it would consider legislation to forbid smoking in public places.【outlaw不合法】6.Is it not something of an oddity to have a President of one political persuasion and a Prime Minister of another.【anomaly异常】7.These bigger companies have the money,but they don't always have the expertise to get the job done right.【know-how技能】8.As a member of the club,you must abide by its rules and regulations,otherwise you'll be punished severely.【comply with遵照，遵守】9.Asked whether she would like to work with Jack in my office，Mary replied"No" with obvious distaste.【patent显然的】10.There are many priorities,but reducing the budget deficit as soon as possible is more important than anything else.【paramount最高的】1.What monstrous perversion扭曲of the human spirit leads a sniper to open fire on a bus carrying children2.His writing is so diffuse冗长，obscure and overwrought that it is difficult to make out what it is he is trying to say3.We were in a hurry so we decided to bypass忽略Canterbury because we knew there'd be a lot of traffic there.4.The office director insisted that there was no question as to the propriety合适ofhow the benevolent funds were raised.5.Hector has been trying to get his job upgraded升级for years,but management won't because they'd have to pay him more.6.As a moody young adolescent,Mandy oscillates波动between joyous enthusiasm and melodramatic despair,most especially when it comes to boys.7·How successful they were would hang on坚持下去the speed with which the product could be distributed to the shops.8.Judging by the books sold，this young writer seems to have a strong hold over the reading public.9.If I were you,I would never allow my daughter to attend a such apathy冷漠exists among both the students and teachers.10.She rose,came up to me and said:“Could you provide me with a clear rationale 解释for taking this course of action"2.Unit Two The Middle Class中产阶级The middle class is distinguishable more by its earnestness and psychic insecurity than by its middle income.I have known some very rich people who remain stubbornly middle-class,which is to say they remain terrified at what others think of them,and to avoid criticism are obsessed with doing everything right.The middle class is the place where table manners assume an awful importance...The middle class,always anxious about offending,is the main market for"mouthwashes," and if it disappeared the whole"deodorant"business would fall to the ground.中产阶级有另别于其他阶级的特征是他们一本正经的生活态度和缺乏安全感的精神状态，而不是他们的中等收入。

研究生英语综合教程UNIT7课文及翻译(含汉译英英译汉)

UNIT71. Several leading modern business leaders seem, surprisingly, to downplay the importance of strategy. You can make too much fuss about strategy, they imply--- you have a few clear options; just choose one and get on with it. is it really that simple?2. “Strategy is straightforward---just pick a general direction and implement like hell.”Jack Welch, for example---the chairman and CEO of the USA’s General Electric Company; the man who grow the company from a market capitalization of $27 billion to a $140 billion, making GE the largest and most valuable company in the world. he must know a thing or two about strategy. But here’s what he says: “In real life, strategy is actually very straightforward. You pick a general direction and you implement like hell.”Or Allan leighton, the man who was recruited by Archie Norman to help res cue the UK’s ailing Asda supermarket chain, and went on to build the company into one of Britain’s most successful retailers. “Strategy is important,” says Leighton, “but it is a compass, not a road map. It tells you in which direction you are heading, but the important bit is how you get there.”Or Louis Gerstner, the man who rescued IBM in the 1990’s when the struggling mainframe supplier was about to be driven into extinction by the new, smaller and more agile personal computer manufacturers. “It is extremely difficult to develop a unique strategy for a company; and if the strategy is truly different, it is probably highly risky. Execution really is the critical part of a successful strategy. Getting it done, getting it done right, getting it done better than the next person is far more important than dreaming up new visions of the future.”3. So strategy is simple. And having an ingenious new strategy is less important than carrying it out successfully. In fact it might be dangerous. It that right?Let’s look at one last quote from Mr. Welch. “When I became CEO in 1981, we launched a highly publicized initiative: be number one or number two in every market, and fix, sell or close to get there. This was not our strategy, although I’ve often heard it descri bed that way.It was a galvanising mantra to describe how we were going to do business going forward. Our strategy was much more directional. GE was going to move away from businesses that were being commoditized toward businesses that manufactured high-value technology products or sold services instead of things.”Grand strategy versus strategy4. I would argue that these CEO’s blue chip corporations are taking a slightly Olympian view of the concept of “strategy.” Let’s call what hey are talking about “grand strategy” a strategy, but in the overarching sense, like the American car industry saying that they are going to move out gas-guzzlers and into smaller, more fuel-efficient models. 1.一些领先的现代企业领导人似乎，奇怪的是，淡化战略的重要性。

研究生基础综合英语课后翻译

研究生基础综合英语课后翻译集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#研究生基础综合英语课后翻译Unit1textAP221.我基本是一个空想社会改良家，在教这门课之前我将孩子们的学习能力差归咎于毒品、离婚和其他妨碍注意力集中的东西，要想学习好就必须集中注意力。

2.我的小儿子是个世界级的万人迷，学习不怎么动脑筋却总能蒙混过关。

直到施蒂夫特夫人当了他的老师，这种局面才彻底改变了。

3.但我在夜校中看见了一群愤怒、怨恨的学生，他们愤恨的原因是学校让他们一路混，直到他们甚至都无法再假装跟得上。

4.这些学生智力水平至少也算中等，但最终都退学了，他们总结说自己太笨，学不下去了5.似乎没有人停下了想想看，无论孩子们来自何种环境，他们当中大多数若不是发现情况到了危急关头，才不会把功课当做头等大事呢。

他们宁可混日子。

6.年轻人往往不够成熟，不会像我的成人学生们那样重视教育7.这表明老师和家长都对学生有信心，相信他们能够学好发给他们的学习材料。

UNIT 2TEXT B1.Why do some adults who have had bad experiences decide to kill my happiness with nasty remarks instead of just saying congratulations.为什么几个有过不幸经历的成年人非要说那些难听的话来扼杀我的幸福，而不是就送上几句祝福呢2. I know all about the heartache :that children can strain a marriage ,that money issues can blow up ,that a couple can lose their connection ,that job stress can take a toll and that changing and growing older can aid in the dissolution of what once was real love.我知道那些令人头痛的事：小孩子能拖垮婚姻，经济的问题也会爆发，夫妻之间不再情感交流，工作压力能造成伤害，人是不断变化的而且越来越老，这都会为解除当年的真爱起到推波助澜的作用3.You never know where life will take you , but I think it is a dangerous assumption that a marriage can never work out ,or that it isn’t worth a try.你永远都无法知道生活会给你什么，但是认为婚姻永远不能白头偕老，不值得一试可就是很危险看法了。

unit7_硕士英语综合教程_课文翻译

Unit 7Exploration is an important survival strategy in evolution.探索是进化过程中一个重要的生存策略。

The migration of expansive species depends on exploring their immediate or distant surroundings for new food sources or safe habitats; it can also come as a result of population pressures or environmental changes.数量不断扩张的物种的迁移有赖于对临近或遥远的新的食物来源或安全的栖息地进行探索，这是人口压力或是环境变化的结果。

The human species has added another reason for exploration, namely curiosity. This intellectual urge to explore the unknown led the great European explorers to the Americas, Australia and Antarctica between the fifteenth and seventeenth centuries.而人类还增加了另外一个探索的原因，即好奇心。

这种对未知事物进行探索的思想冲动引领着伟大的欧洲探险家们在15世纪到17世纪之间来到了美洲，澳大利亚和南极洲。

Inquisitiveness about nature is also the driving force behind humans exploring the polar caps, climbing mountain peaks and diving into the abysses of the oceans.对大自然的好奇心同样也是人类探索极地冰冠，攀登山峰和潜入海底背后的驱动力。

研究生英语1-7单元课文翻译

Unit 1 对F的赞美1今年将有好几万的十八岁青年毕业，他们都将被授予毫无意义的文凭。

这些文凭看上去跟颁发给比他们幸运的同班同学的文凭没什么两样。

只有当雇主发现这些毕业生是半文盲时，文凭的效力才会被质疑。

2最后，少数幸运者会进入教育维修车间——成人识字课程，我教的一门关于基础语法和写作的课程就属于这种性质。

在教育维修车间里，高中毕业生和高中辍学生将学习他们本该在学校就学好的技能，以获得同等学力毕业证书。

他们还将发现他们被我们的教育体系欺骗了。

3在我教课的过程中，我对我们的学校教育深有了解。

在每学期开始的时候，我会让我的学生写一下他们在学校的不快体验。

这种时候学生不会有任何写作障碍！“我希望当时有人能让我停止吸毒，让我学习。

”“我喜欢参加派对，似乎没人在意。

”“我是一个好孩子，不会制造任何麻烦，于是他们就让我考试通过，及时我阅读不好，也不会写作。

”很多诸如此类的抱怨。

4我基本是一个空想社会改良家，在教这门课之前我将孩子们的学习能力差归咎于毒品、离婚和其他妨碍注意力集中的东西，要想学习好就必须集中注意力。

但是，我每一次走进教室都会再度发现，一个老师在期望学生全神贯注之前，他必须先吸引学生的注意力，无论附近有什么分散注意力的东西。

要做到这点，有很多种办法，它们与教学风格有很大的关系。

然而，单靠风格无法起效，有另一个办法可以显示谁是在教室里掌握胜局的人。

这个办法就是亮出失败的王牌。

5我永远也忘不了一位老师亮出那张王牌以吸引我的一个孩子的注意。

我的小儿子是个世界级的万人迷，学习不怎么动脑筋却总能蒙混过关。

直到施蒂夫特夫人当了他的老师，这种局面才彻底改变了。

6当她教我儿子英语时，我儿子是一个高中高年级学生。

“他坐在后排和他的朋友说话。

”她告诉我。

“你为什么不把他换到前排来？”我恳求道。

我相信令他难堪的做法会让他安心学习。

施蒂夫特夫人从眼睛上方冷冷地看着我。

“我不会换高年级学生的座位。

”她说，“我会给他们不及格的成绩。

邱东林_基础综合英语(研究生)_1至7单元完整版-课文翻译

Unit 1 对F的赞美1今年将有好几万的十八岁青年毕业，他们都将被授予毫无意义的文凭。

这些文凭看上去跟颁发给比他们幸运的同班同学的文凭没什么两样.只有当雇主发现这些毕业生是半文盲时，文凭的效力才会被质疑。

2最后，少数幸运者会进入教育维修车间——成人识字课程，我教的一门关于基础语法和写作的课程就属于这种性质。

在教育维修车间里，高中毕业生和高中辍学生将学习他们本该在学校就学好的技能，以获得同等学力毕业证书。

他们还将发现他们被我们的教育体系欺骗了。

3在我教课的过程中，我对我们的学校教育深有了解。

在每学期开始的时候,我会让我的学生写一下他们在学校的不快体验.这种时候学生不会有任何写作障碍！“我希望当时有人能让我停止吸毒，让我学习。

"“我喜欢参加派对，似乎没人在意.”“我是一个好孩子，不会制造任何麻烦，于是他们就让我考试通过，及时我阅读不好,也不会写作。

”很多诸如此类的抱怨。

但是，我每一次走进教室都会再度发现，一个老师在期望学生全神贯注之前,他必须先吸引学生的注意力，无论附近有什么分散注意力的东西。

要做到这点,有很多种办法，它们与教学风格有很大的关系。

然而,单靠风格无法起效，有另一个办法可以显示谁是在教室里掌握胜局的人。

这个办法就是亮出失败的王牌。

5我永远也忘不了一位老师亮出那张王牌以吸引我的一个孩子的注意.我的小儿子是个世界级的万人迷，学习不怎么动脑筋却总能蒙混过关.直到施蒂夫特夫人当了他的老师，这种局面才彻底改变了。

6当她教我儿子英语时，我儿子是一个高中高年级学生。

“他坐在后排和他的朋友说话.”她告诉我。

“你为什么不把他换到前排来？”我恳求道。

我相信令他难堪的做法会让他安心学习。

施蒂夫特夫人从眼睛上方冷冷地看着我.“我不会换高年级学生的座位."她说，“我会给他们不及格的成绩."我大感紧张。

研究生综合英语2（修订版）课文翻译

Unit 1Trans‎l atio‎n of T ext如何应对恭‎维H·艾伦·史密斯尽管我确信‎蓄胡子会使‎我更加气度‎不凡，走在大街上‎会使女性发‎笑，但我从不留‎胡子，原因是我不‎敢冒险，因为哪怕蓄‎一点点胡子‎也很危险，它会招来别‎人的恭维。

例如，如果一位女‎士走到我跟‎前，说道：“你的胡子最‎迷人，”我会无所适‎从，不知怎样回‎答才好。

我可能会惊‎慌得脱口而‎出：“我也喜欢您‎的胡子。

”在社会交往‎中，应对恭维比‎对付辱骂要‎艰难得多，这话听起来‎有点矛盾，却有一定的‎道理。

闲聊时来句‎恭维话，往往让我们‎大多数人不‎知所措。

例如，有人对我们‎说上一句动‎听、赞美的话，我们就慌得‎说不出话来‎，膝盖开始瑟‎瑟发抖。

如果别人称‎赞不是真正‎属于我自己‎的东西时，我根本无法‎欣然接受。

我家住在一‎个小山上，俯瞰山下一‎片宽广的谷‎地。

来访者惊叹‎道：“天哪！你这儿的景‎色太美了！”整个山谷原‎本就在那里‎，不是我造的“噢，没什么——无非是过去‎留‎，也不属于我‎。

然而我傻乎‎乎地笑着说‎：下的一片‎土地而已。

”我在接受这‎种特定的恭‎维时，表示最能完‎全接受的说‎法就是“嗯，我们喜欢。

”采用这种答‎话必须得小‎心谨慎。

就某样东西‎说“我们喜欢”，言外之意就‎是，还有许多其‎他人都认为‎它很令人讨‎厌。

不久前，我和一批人‎在一起时，其中有位来‎自澳大利亚‎的地球物理‎学家在滔滔‎不绝地谈论‎宇宙中的奇‎观。

“我们生活的‎这个地球，”他说道，“是个了不起‎的、生机勃勃的‎、旋转的行星‎，是由一些不‎可思议的奇‎观组合而成‎。

”随后便是长‎时间的停顿‎。

这时，一位被他的‎这种极度夸‎张的恭维话‎所吸引的妇‎女，禁不住说道‎，“嗯，我们喜欢这‎个地球。

”我认为，对待恭维采‎取否定和贬‎低的态度是‎错误的。

“多漂亮的礼‎服啊！”你的朋友赞‎美道。

“噢，这么破的旧‎衣服！”你回答道。

研究生英语综合教程课文+翻译

课文原文1-7 Unit 1 The Hidden Side of Happiness1 Hurricanes, house fires, cancer, whitewater rafting accidents, plane crashes, vicious attacks in dark alleyways. Nobody asks for any of it. But to their surprise, many people find that enduring such a harrowing ordeal ultimately changes them for the refrain might go something like this: "I wish it hadn't happened, but I'm a better person for it."1飓风、房屋失火、癌症、激流漂筏失事、坠机、昏暗小巷遭歹徒袭击，没人想找上这些事儿。

但出人意料的是，很多人发现遭受这样一次痛苦的磨难最终会使他们向好的方面转变。

他们可能都会这样说:“我希望这事没发生，但因为它我变得更完美了。

”2 We love to hear the stories of people who have been transformed by their tribulations, perhaps because they testify to a bona fide type of psychological truth, one that sometimes gets lost amid endless reports of disaster: There seems to be a built-in human capacity to flourish under the most difficult circumstances. Positive responses to profoundly disturbing experiences are not limited to the toughest or the fact, roughly half the people who struggle with adversity say that their lives subsequently in some ways improved.2我们都爱听人们经历苦难后发生转变的故事，可能是因为这些故事证实了一条真正的心理学上的真理，这条真理有时会湮没在无数关于灾难的报道中:在最困难的境况中，人所具有的一种内在的奋发向上的能力会进发出来。

免费下载-研究生综合英语2-unit7汉语单词表

n.古老，古代；古迹，古物；古人；古代的风俗习惯
n.冰雹；一阵vi.下冰雹；如冰雹般地降下vt.致敬；打招呼；打信号示意（计程车等）停下；赞扬（或称颂）…为（尤用于报章等）
交易支付交易支付
付清;(付清工资后)解雇;<非正>取得成功;使得益
vt.使目眩；使惊异不已n.耀眼；眩惑；灿烂vt.& vi.目眩；赞叹
n.损害，危害；顽皮，淘气；恶作剧；祸根 n.（电台的）时事评论员，实况广播报导员；注解者，注释者；评论员，解说员；主持[解释]宗教仪式的非教士不知所措；亏本；困惑；神思恍惚没那么乐观没那么乐观
['rəʊzБайду номын сангаас]
[æz fɑ: bæk æz] [æz ə ˈmætə ɔv kɔː(r)s] [ˈeθɪk]
[ˈænɪkdəʊt] [ɔ:ˈθɒrəti] [hɪˈstɔ:riən] [ˈrɑ:ðə]
87 poison
['pɔɪzn]
88 rival
['raɪvl]
89 charioteer 90 in honor 91 emperor
[ˌtʃæriəˈtiə] [in ˈɔnə] [ˈempərə]
adj.全部的；一切的；各种的；极度的，尽量的 pron.全部；一切；每个人，每件东西；全部情况 adv.全部地；完全地；每个；非常n.全体；[常作A-] 整体；[常与my, your, his, her等连用]（某人）所有的一切
70 all
[ɔ:l]
71 double
['dʌbl]
72 tax
[tæks]
73 lest 74 besmirch 75 hasten
[lest] [bɪ'smɜ:tʃ] [ˈheɪsən]

研究生英语阅读教程(基础级2版)课文07及其翻译

A Whole Nation and a People[1] There was one storekeeper I remember above all others in my youth, when I was spendinga good portion (part) of my time with a motley (mixed) group of varied ethnic ancestry (racial background). We contended (competed) with one another to deride (laugh at) the customs of the old country (motherland). On our Saturday forays (attack) into neighborhoods beyond our own, to prove we were really Americans, we ate hot dogs and drank Cokes. If a boy didn't have ten cents (dime) for this repast (meal) he went (was) hungry, for he dared not bring a sandwich from home made of the spiced meats our families ate.[2] One of our untamed games was to seek out (found) the owner of a pushcart (wagon) or a store, unmistakably an immigrant (<->emigrant), and bedevil (annoy/ troubled) him with a chorus of insults and jeers. To prove allegiance (loyalty) to the gang it was necessary to reserve (keep) our fiercest malevolence for a storekeeper or peddler belonging to our own ethnic background.[3] For that reason I led a raid (attack) on the small, shabby (old and broken) grocery of old Barba Nikos, short, sinewy (strong) Greek who walked with a slight limp and sported (showed) a flaring, handlebar mustache.[4] We stood outside his store and dared (challenged) him to come out. When he emerged (appeared) to do battle (fight), we plucked (grasped) a few plums and peaches from the basket on the sidewalk (pavement) and retreated (withdrew), I go across the street to eat them while (at same time) he watched. He waved a fist and hurled epithets at us in ornamental (graceful) Greek.[5] Aware (Realizing) that my mettle (courage) was being tested, I raised my arm and threw my half-eaten plum at the old man. My aim was accurate and the plum struck (hit) him on the cheek. He shuddered and put his hand to the stain. He stared at me across the street, and although I could not see his eyes, I felt them sear (burn) my flesh (->meat). He turned and walked silently back into the store. The boys slapped (patted) my shoulders in admiration, but it was a hollow (empty) victory that rested (fell down) like a stone in the pit of my stomach (depressed).[6] At twilight (dusk), when we disbanded (dismissed), I passed the grocery alone on my way home. There was a small light burning in the store and the shadow of the old man's body outlined against the glass. Goaded (Encouraged) by remorse (regret), I walked to the door and entered.[7] The old man moved from behind the narrow wooden counter and stared at me. I wanted to turn and flee (escape; fleet), but by then it was too late. As he motioned (waved) for me to come closer, I braced (prepared) myself for a curse (abuse/ scoring) or a blow (beating).[8] "You were the one," he said, finally, in a harsh (rigid/ fierce) voice.[9] I nodded mutely (silently).[10] "Why did you come back?'[11] I stood there unable to answer.[12] "What's your name?"[13] "Haralambos," I said, speaking to him in Greek.[14] He looked at me in shock (surprisedly), "You are Greek!" he cried. "A Greek boy attackinga Greek grocer!" He stood (was) appalled (shocked) at the immensity (seriousness) of my crime. "All right," he said coldly. "You are (come) here because you wish to make amends (to do sth. as a remedy)." His great mustache bristled (stood on end) in concentration. "Four plums, two peaches," he said. "That makes a total of seventy-eight cents. Call it seventy-five. Do you have seventy-five cents, boy?"[15] I shook my head.[16] "Then you will work it off (pay for it by working)," he said. "Fifteen cents an hour into seventy-five cents makes (equals to)" —he paused —"five hours of work. Can you come here Saturday morning?"[17] "Yes," I said.[18] "Yes, Barba Nikos," he said sternly (seriously/ rigidly). "Show respect."[19] "Yes, Barba Nikos," I said.[20] "Saturday morning at eight o'clock," he said. "Now go home and say thanks in your prayers that I did not [lose(vt.)->loose(a.)->loosen (vt. removed) your impudent (rude/ impolite) head with a solid (strong/ heavy) smack (slap) on the ear." I needed no further urging (scoring) and fled (escaped).[21] Saturday morning, still apprehensive (fearful), I returned to the store. I began by sweeping, raising clouds of dust in dark and hidden corners. I washed the windows, whipping the squeegee swiftly (quickly) up and down the glass in a fever of fear (anxiously) that some member of the gang would see me. When I finished I hurried (ran) back inside.[22] For the balance (Paying the debt) of the morning I stacked (piled) cans, washed the counter, and dusted bottles of yellow wine. A few customers entered, and Barba Nikos served them. A little after twelve o'clock he locked the door so he could eat lunch. He cut himself a few slices (sliced bread) of sausage, tore a large chunk (a piece) from a loaf of crisp-crusted bread, and filled a small cup with a dozen black shiny olives floating in brine. He offered (gave) me the cup. I could not help (from doing sth.) myself and grimaced.[23] "You are a stupid (foolish) boy," the old man said. "You are not really Greek, are you?"[24] "Yes, I am."[25] "You might be," he admitted grudgingly (unwillingly). "But you do not act (like a) Greek. Wrinkling your nose at these fine (excellent) olives. Look around this store for a minute (moment). What do you see?"[26] "Fruits and vegetables," I said. "Cheese and olives and things like that (sth. similar)."[27] He stared at me with a massive scorn. "That's what I mean," he said. "You are a bonehead (fool). You don't understand that a whole nation and a people are in this store."[28] I looked uneasily (anxiously) toward the storeroom in the rear (back), almost expecting someone to emerge (appear).[29] "What about olives?" he cut (wave) the air with a sweep of his arm. "There are olives of many shapes and colors. Pointed black ones from Kalamata, oval ones from Amphissa, pickled green olives and sharp tangy yellow ones. Achilles carried black olives to Troy and after a day of savage (fierce) battle leading his Myrmidons, he'd (would) rest and eat cheese and ripe black olives such as these right here. You have heard of Achilles, boy, haven't you?"[30] "Yes," I said.[31] "Yes, Barba Nikos."[32] "Yes, Barba Nikos," I said.[33] He (move->)motioned (waved) at the row of jars filled with varied spices. "These are all the marvelous (wonderful) flavorings (ingredients) that we have used in our food for thousands ofyears. The men of Marathon carried small of these spices into battle, and the scents reminded them of their homes, their families, and their children."[34] He walked limping from the counter to the window where the piles of tomatoes, celery, and green peppers clustered (gathered together). "I suppose (think) all you see here are somerandom vegetables?" He did not wait for me to answer. "You are dumb (stupid) again. These are some of the ingredients that go to make up a Greek salad. Do you know what a Greek salad really is?A meal in itself, an experience (of life), an emotional involvement. It is created (cooked) deftly (skillfully) and with grace (taste). The story goes (says) that Zeus himself created the recipe and assembled and mixed the ingredients on Mount Olympus one night when he had invited some of the other gods to dinner. Do you understand now, boy?"[35] He watched my face for some response and then grunted (muttered). We stood (were) silent for a moment until he cocked (raised) his head and stared at the clock. "It is time for you to leave," he motioned (waved) brusquely (swiftly) toward the door. "We are square (equal) now. Keep it that way."[36] I decided (thought) the old man was crazy (mad) and reached behind the counter for my jacket and cap and started (headed) for the door. He called me back. From a box he drew out several soft, yellow figs that he placed (put) in a piece of paper. "A bonus because you worked well," he said. "Take them. When you taste them, maybe (perhaps) you will understand what I have been talking about."[37] I took the figs and he unlocked the door and I hurried (ran) from the store. I looked back once and saw him standing in the doorway, watching me, the swirling tendrils of food curling like mist (fog) about his head.[38] I ate the figs late that night. And in the morning when I woke, I could still taste and inhale their fragrance.[39] I never again entered Barba Nikos' store, because shortly afterwards (soon) my family moved from the city. [a nation on the wheel][40] Some (About) twelve years later, after the war, I drove through the old neighborhood and passed the grocery. I stopped the car and for a moment stood before the store. The windows were stained (dirty) with dust and grime, the interior (was) bare (uncovered) and desolate (deserted), a store in a decrepit (old and broken) group of stores marked for razing (felling down) so new structures could be built.[41] I have been in (visited) many Greek groceries since then and have often bought the feta and Kalamata olives. I have eaten countless Greek salads and have indeed found them a meal for the gods. But I have never been able to recapture (re-catch) the flavor (taste and fragrance) of those pleasant to my tongue, but there is something missing (spiritual experience). And to (until) this day I am not sure whether it was the figs or the vision (appearance) and passion (love) of the old grocer that coated the fruit so sweetly I can still recall (call back) their savor (taste) and fragrance after almost thirty years. (1, 478 words) [gold coated; gold graded]ABOUT THE AuthorHarry Mark Petrakis (1923— ) has written novels and short stories about Greek-American life. His characters are people who live with memories of another culture and seek to join the old ways with new customs and attitudes. Petrakis was born in St. Louis, Missouri and worked at an assortment of jobs, in steel mills and driving trucks, before becoming a writer. The text here is taken from his autobiography, Stelmark.EXERCISES1. Reading ComprehensionAnswer the following questions or complete the following statements.1. When the author was young, he and his friends banded together to _____.A. bully new immigrantsB. fight against old customsC. contend that they were real menD. reject their own ethnic background2. The author and his friends often chose a pushcart or a store of their own nationality to attack because _____.A. they hated their own peopleB. they could thus be respected as real AmericansC. they hated all the peddlers and store keepersD. they could thus get free fruits and other food3. Why did the author feel that the attack on the grocer was a hollow victory after he won the respect of his friends?A. Because he only hit the grocer once.B. Because he could have taken more plums.C. Because he felt sort of guilty in his heart.D. Because he wanted to attack the grocer again4. At twilight the author returned to the grocery store and entered because _____.A. he felt regret and wanted to make amendsB. he wanted to play tricks on the grocerC. he felt hungry and wanted to buy some olivesD. he wanted to check whether the grocer was injured5. Mr. Nikos insisted on t he author's saying “Yes, Barba Nikos" because he wanted the boy to _____.A. remember his nameB. recognize his authorityC. learn how to respect othersD. speak more Greek6. Saturday morning the author washed the windows of the store very quickly because he_____.A. didn't want his friends to see himB. wanted to show that he was a good boyC. was afraid that Mr. Nikos would punish himD. wanted to go hack home early7. Mr. Nikos thought that the author was _____.A. a real GreekB. a real AmericanC. scornful of his small businessD. ignorant of his own culture8. Mr. Nikos believed that the ancient Greek cultureA. was the richest and most colorful in the worldB. had shaped the whole nation of Greece and its peopleC. was of the same value as that of the AmericansD. could be tasted in Greek food9. By describing the appearance of the store twelve years later, the author impliesthat _____.A. old customs and culture should be got rid of in AmericaB. the ethnic cultures were giving way to the American mainstreamC. American value should be restructured and rebuiltD. American society changes quickly and dramatically10. The author conveys his thesis in the last paragraph that _____.A. old people can teach young Americans good lessonsB. Mr. Nikos influenced his perspective in appreciating their own cultureC. Greek food is still the best for American GreeksD. Mr. Nikos was the best teacher he had ever seenII. VocabularyA. Read the following sentences and decide which of the four choices below each sentence closest in meaning go the underlined word.1. In July he issued a decree (law) ordering all unofficial armed groups in the country to disband.A. end upB. come upC. stand upD. break up2. The Amazon ant carries out forays (attack) against other ants and brings back some of them to the home nest to serve as slaves.A. (invade->)invasionsB. fightsC. warsD. missions (task)3. The flu virus that are most (prevail->) prevalent one year differ from those that bedevil humans the next year.A. killB. worryC. frustrateD. trouble4. He correctly predicted that the policy against their neighboring countries would goad (force) them into economic nationalism.A. assist (help)B. pressC. drive (make)D. aid (help)5. The King made (declare ~ on country) war on the state of Kalinga, and conquered in 261 B.C. When he saw the suffering he had caused, however, he was overcome (overwhelmed) with remorse.A. regretB. revengeC. hatred (n.)D. emotion6. When she first visited South-West Africa in 1947 as an investigative journalist, she helped reveal the appalling (surprising/ shocking) conditions under which blacks were obliged to work. A. startling B. exotic (foreign)C. (terror->terrible/) terrific (wonderful)D. (amazing->)amusing (interesting)7. In his book the Iliad, Homer describes Thersites as the ugliest and most impudent (rude) of the Greeks.A. toughB. ill-famed (notorious)C. rudeD. harmful8. Apprehensive (Fearful) of their enemy's encirclement, the country enhanced its foreign contacts with its neighbors in Europe.A. ScornfulB. FearfulC. RegardlessD. Careless9. The slave-owners grudgingly (reluctantly) accepted the (abolish->) abolition in 1888, rather than face the massive slave unrest (rebelling) and flight (escape).A. slowlyB. graduallyC. unwillinglyD. eventually (finally)10. They (swear->) swore their allegiance to the nation and received their naturalization papers.A. contributionB. loyaltyC. immensity (greatness)D. epithet (scoring)B. Choose the best word or expression from the list given for each blank. Use each word or expression only once and make proper changes where necessary.work off contend with deftly sternly brusquelyseek out make amends desolate deride mutely1. It's full of useful facts, information and checklists which will give you some idea of all theaspects a business needs (compete with) in order to survive in today's current economic climate (->weather).2. European market is becoming promising. Now is the time for local companies to seek out business opportunities in Europe.their debt through community service.5. Many students advocate the right of freedom. Some of my students once protested to me recently because I shouted at sternly (severely) a problem boy of seven.6. (Evidence->)Evidently (Obviously) men of great energy and charm, Bouvier and Thierry found friendliness wherever they went, and had the fortunate ability to perceive (see/ find) beauty in8. I crouched by him and grasped his hand, mutely offering (giving) what comfort I could.10. His theory about economic development is widely derided III. ClozeThere are ten blanks in the following passage. Read the passage carefully and choose the right word or phrase from the list given below for each of the blanks. Change the form if necessary.in favor of look down on distinctive traditionally successivediverse despite targetAlthough the United States has been shaped (formed) byhave often viewed immigration as a problem. Establishedespecially arrivals come from a different country than those in the establishedcommunity. such tensions, economic needs have always forced Americans to seekmajority of immigrants to the United States have comea better life for themselves and their families. In all of American history, less than 10 percent ofthe United States has been described as a melting pot,previous identities of each immigrant create anthe image of the mosaic, a picture created by assembling many small stones or tiles. In a mosaic, each piece retains (keep) its own while (at the same time)the society of the United States. Today, many Americans value theirimmigrant heritage (tradition) as an important part of their identity. More recent immigrant groups from Asia have established communities alongside (together with) those populated by the descendants of European immigrants.IV. TranslationPut the following parts into Chinese.1. There was one storekeeper I remember above all others in my youth, when I was spending a good portion of my time with a motley group of varied ethnic ancestry. We contended with one another to deride the customs of the old country. On our Saturday forays into neighborhoods beyond our own, to prove we were really Americans, we ate hot dogs and drank Cokes. If a boy didn't have ten cents for this repast he went hungry, for he dared not bring a sandwich from home made of the spiced meats our families ate.我常和一帮来自各国的移民子弟一起玩。

研究生英语综合教程英语原文Unit7

研究生英语综合教程英语原文Unit7Unit Seven ON HUMAN NATURE Frank and Lydia Hammer1 Human nature is the basis of character, the temperament and disposition; it is that indestructible matrix upon which the character is built, and whose shape it must take and keep throughout life. This we call a person's nature.2 The basic nature of human beings does not and cannot change. It is only the surface that is capable of alteration, improvement and refinement; we can alter only people's customs, manners, dress and habits. A study of history reveals that the people who walked this earth in antiquity were moved by the same fundamental forces, were swayed by the same passions, and had the same aspirations as the men and women of today. The pursuit of happiness still engrosses mankind the world over.3 Moreover no one wishes his nature to change. One may covet the position of President or King, but would not change places with them unless, it meant the continuance of his own identify. Each man sees himself as unique, and so far as he is concerned the hub of the universe, different from any other individual. Apologies are in order when Mr. Smith is mistaken for Mr. Jones.4 Every man unfolds a distinct character over which circumstances and education have only the most limited control. No two people will ever draw the same conclusions from the same experiences, but each must interpret events and fit them into the mosaic of his own life's pattern. Human nature is ever true itself, not to systems of faith or education. Each holds to the structure of the mold into which the soul was cast at the time of its individualization. The qualities born in one remain aspotentials whether they have a chance to develop or not. Under pressure, or change of interest, they can partially or wholly disappear from view, tor considerable periods of time; but nothing can permanently modify them, nothing can obliterate them.5 The constancy of human nature is proverbial, as no one believes that a man can fundamentally change his nature. This is why it is so difficult for one who has acquired an unsavory reputation to re-establish himself in public confidence. People know from experience that an individual who in one year displays knavish characteristics- seldom in the next becomes any different. Nor does a thief become a trustworthy employee, or a miser a philanthropist. Nor does a man change and become a liar, coward or traitor at fifty or sixty; if he is one then, he has been one ever since his character was formed. Big criminals are first little criminals, just as giant oaks are first little acorns.6 Although man is potentially perfect he is far from being actually so. If he were actually perfect there would be nothing for preachers and humanitarians to do; no use for churches, schools, courts and prisons. Therefore while it is impossible to change human nature, it can be studied, controlled and directed, and this should be the supreme function of our religious, educational and social institutions.7 Man is perfect as a seed is perfect, germinally. The spirit is perfect, but when it inhabits human structures, it participates in the imperfections of the later; and during its association with matter takes on the mortal weakness, desires and limitations. But the spirit, the inner man, remains untouched and undefiled by evil. Only the outer man- the personality and the physical body- becomes imperfect, due to ignorance, wrong thinking andviolation of the law of being. The outerman, too, was originally perfect, but man has so desecrated and abused it that today it is a far cry from the original model.8 Man's majesty and nobility are taken for granted, although his faults and weaknesses are constantly paraded before our eyes. Only when behavior deviates from the normal does it attract attention. The good neighbor, the conscientious citizen, the kind father and faithful husband pass unnoticed. But the murderer, robber or wife beater is singled out for ublicity, because such conduct is unusual.9 Man's inherent goodness, moreover, is revealed by his countless acts of heroism, unselfishness and sacrifice. Daily one reads of men saving others at the peril of their own lives. One plunges into the surf and rescues a swimmer from drowning; another dashes into a burning house and carries a stranger to safety; others snatch a child from the wheels of death; many give their blood so that others may live. Countless unnamed and unrecorded men have given their lives for their fellowmen, not only on the battlefront but on the home- front as well.10Human nature does not and cannot change but unfolds its inherent pattern. Man has a nature and its laws can be known. We can only endeavor to understand man as he is.。

研究生基础综合英语中英对照及课后翻译及汉译英

Text：In Praise of the F Word对F的赞美Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won’t look any different from those awarded their luckier classmates.Their validity will be questioned only when their employers discover that these graduates are semiliterate.今年，将有成千上万的18岁学生毕业并被授于毫无意义的文凭。

这些文凭对每个人都是一样的,没有一点差别，而不管学生的成绩如何.但当雇主发现他们没有实际能力时，文凭的有效性就会被质疑。

Eventually a fortunate few will find their way into educational repair shops-adult-literacy programs, such as the one where I teach basic grammar and writing. There, high school graduates and high school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school . They will also discover they have been cheated by our educational system.即使少数幸运的人找到了成人进修的地方，像我教语法和写作的地方。

研究生英语综合教程UNIT 课文及翻译含汉译英英译汉 PDF版

UNIT11. Recently, one of us had the opportunity to speak with a medical student about a research rotation that the student was planning to do. She would be working with Dr. Z, who had given her the project of writing a paper for which he had designed the protocol, collected the data, and compiled the results. The student was to do a literature search and write the first draft of the manuscript. For this she would become first author on the final publication. When concerns were raised about the proposed project, Dr. Z was shocked. "l thought I was doing her a favor," he said innocently, "and besides, I hate writing!"2. Dr. Z is perhaps a bit naive. Certainly, most researchers would know that the student's work would not merit first authorship. They would know that "gift" authorship is not an acceptable research practice. However, an earlier experience in our work makes us wonder. Several years ago, in conjunction with the grant from the Fund for the Improvement of Pott Secondary Education (FIPSE), a team of philosophers and scientists at Dartmouth College 2 ran a University Seminar series for faculty on the topic "Ethical Issues in scientific Research."At one seminar, a senior researcher (let's call him Professor R) argued a similar position to that of Dr. Z. In this case Professor R knew that "gift" authorship, authorship without a significant research contribution, was an unacceptable research practice. However, he had a reason to give authorship to his student.The student had worked for several years on a project suggested by him and the project had yielded to publishable data. Believing that he had a duty to the student to ensure a publication, Professor R had given the student some data that he himself had collected and told the student to write it up. The student had worked hard, he said, albeit on another project, and the student would do the writing. Thus, he reasoned, the authorship was not a "gift."3. These two stories point up a major reason for encouraging courses in research ethics: Good intentions do not necessarily result in ethical decisions. Both of the faculty members in the above scenarios "meant well." In both cases, the faculty members truly believed that what they were doing was morally acceptable. In the first case, Dr. Z's indefensible error was that he was unaware of the conventions of the field.In particular, he seemed blissfully oblivious to the meaning of first authorship. In the second case, Professor R was do ng what he thought best for the student without taking into consideration that moral. ty is a public system and that his actions with regard to a single student have public consequences for the practice of science as a profession.4. Well-meaning scientists, such as those just mentioned, can, with the best of intentions, make unethical decisions. In some cases, such decisions may lead individuals to become embroiled in cases of 1. 最近，我们当中的一员有机会与一名医科学生谈论她正计划要做的一个实验室轮转项目。

(完整word版)武汉大学研究生英语教材全文翻译of_unit_2_3_4_5_7

Final Version of TranslationUnit two1．为什么我们与来自其它文化的人们的交流总是充满了误会、让人感到沮丧呢？令很多人奇怪的是，即使怀着良好的愿望、使用自己认为是友好的方式，甚至有互利的可能性，也似乎都不足以保证交流的成功。

有时候，出现排斥现象正是因为一方所属的文化群体团体是“不同”的。

在这个国际舞台发生重大变化的时刻，探讨为什么尝试交流的结果却令人失望的原因是必要的，这些原因实际上是跨文化交流中的绊脚石。

2．相似性的假设为什么误解或反对会产生呢？这个问题的一个回答就是，大部分的人天真地认为世界上的人有足够的相似之处，可以让我们成功地交流信息或感受，解决共同关注的一些问题，加强商业关系，或者只是产生我们所希望产生的印象。

所有的人都会生儿育女，组成家庭或社会，发展一种语言以及适应他们周围环境的这种倾向特别具有欺骗性，因为它带来了一种期望，这种期望就是这些行为的形式以及围绕这些行动的态度与价值观念将是相似的。

相信“人就是人”和“我们内在本质是相似的，”这让人感到心安理得，但是下定决心去寻找证据却只会令人失望。

3．力求证明达尔文关于面部表情是共同的这一理论的跨文化研究给人极大的希望，研究者发现脸部的某些看得见的形状，即因愤怒、恐惧、惊讶、悲伤、厌恶、幸福而紧缩的肌肉组合,我们人类各成员都是一样的。

但是这似乎无济于事，只要我们意识到一个人生长的文化决定了这种情感是否会表露或压抑,决定了在何种场合和多大的程度上会表露或压抑。

带来这种情绪感受的情形也因文化而异，例如：由于崇拜的文化信仰不同，一个心爱的人死亡可能带来欢乐、悲哀或其他情感。

4．因为似乎没有普遍的人性可以作为自动理解的基础，所以我们必须把每交往当作个别案例来处理，寻求任何共同的认知和交流方法并以此作为出发点。

如果我们认识到我们受文化的约束，受文化的改变，那么我们就会受这一现实：因为各自不同，我们确实不太清楚其他人“是”什么样的。