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Unit 1Active reading独立思考直到现在，独立思考仍然是一种激进的行为。
独立思考本应该是一种普遍的行为，但事实并非如此。
我们社会的每一次重大进步都源于独立思考。
然而，在大多数圈子里，尤其是在我们生活中的重要场所——如家庭、学校以及大部分工作场所——独立思考受到人们的质疑。
有些机构甚至故意压制独立思考，把它视作危险行为。
在一次晚会上，有一位客人问起我酝酿中的一本书的主题，他让我想起了这个令人悲哀的事实。
我告诉他这本书是关于人们如何相互帮助，培养独立思考能力的。
“啊，天哪！”他说，“我觉得这个主题不怎么好，我更希望人们按指令行事。
”后来我才发现他是一家大公司的第四代掌门人，而这家公司是世界上最大的石油公司之一。
“……要把我们公司发展成一个典范的工作环境，其中各层次的人都能够独立思考。
”你最后一次看到包含上述字眼的机构愿景陈述是在什么时候？而且，最后一次有人问你：“你能说说真心话吗？真心话！”，然后等着你最终给出充分的答案，那又是在什么时候？我们对于缺乏独立思考已习以为常了。
很少有人受到鼓励进行独立思考，更别提接受相关的训练，就连他们的老师、父母和老板也是如此。
而且他们的老师、父母和老板也是如此。
（我们也许已经知道要尊敬像苏格拉底这样的思想家，但同时我们也知道，他正是因为独立思考而被雅典城判处死刑，服毒而亡——这绝非是对独立思考完完全全的鼓励。
）可是，偶尔我们确实能遇到一位真心想让我们发展独立思考能力的人。
他们让我们对独立思考的重要性有了浅略的认识。
我13 岁时被安排学习一门高等代数课程。
这门课的老师曾因迫使学生思考而遭到学生的中伤。
上第一节课时，她站在黑板前说道：“在你们面前的纸上写出一个数字之和。
”全班35个少男少女都愣愣地看着她。
她把要求又重复了一遍：“写出一个数字之和。
”我记得当时握铅笔的手都攥出了汗。
有几个人把头低下，动笔写起来。
我纳闷他们究竟在写些什么。
我看见跟我隔着过道的那个女同学向前探了一下身子，从前座男生的肩膀上方偷窥他正在草草写些什么。
新世纪大学英语综合教程3(1-6)课后句子和短文翻译新世纪大学英语综合教程3课后句子和短文翻译Unit One1. 以共同利益为基础的友谊是不容易破裂的。
The friendship grounded on common / shared interest does not break up easily. / It is not easy for the friendship grounded on common / shared interest to break up.2. 孩子们必须学会将电脑中的暴力与勇敢区分开来。
Children must learn to distinguish between violence and bravery / courage in computer games.3. 当今世界每天涌现如此多新鲜事情，要求一个人什么都知晓是不合情理的。
There spring up so many new things every day in the world that it is no longer sensible to expect a person to know / keep track of everything.4. 诸如背离朋友这类事并不受法律制裁的，所以才有了我们称作的“道德法庭”。
Laws do not regulate such things as betrayal to friends; that is why there is what we call / is called \5. 有人把今天的文化描绘为“快餐文化”。
无论做什么事，人们只是追求用最短时间达到最大的满足。
Today’s culture is described as “fast-food culture”. Whatever they may be / are doing, people just pursue the greatest / maximum satisfaction within the shortest time.6 常言道，天下没有免费的午餐。
新视界大学英语综合教程第三册第一单元课文翻译及练习答案ActiveReading两种判断判断一个人有两种不同的方式，有时判断的最终目的是正确地判断一个人，不过另外一种则不是如此，并且这种判断要常见得多。
我们往往认为所有的判断都属于第一种。
如果能意识到哪些是第一种而哪些不是的话，我们也许会更幸福。
第一种判断，即把正确地判断一个人作为最终目的的判断，包括法院判决、考试成绩及大部分比赛。
这些判断当然可能会有误判，但因为其最终目的是正确地判断一个人，通常会有某种类似于上诉的程序。
如果你觉得别人没有正确评价你，你可以表示反对，说你受到了不公平的待遇。
几乎所有对孩子的判断都属于第一类，所以在小时候我们就养成了这种习惯，认为所有的判断都是这样。
但实际上还有更广泛地存在着的第二类判断，在这种判断中，对你作出判断只是做另一件事的手段。
这包括大学招生、聘用及作投资决定，当然也包括在约会时作出的判断。
这种判断并不是真正意义上对你作出的评价。
假设你要为国家队挑选运动员。
简单起见，假设这是一个没有位置要求的运动，并且你需要挑选二十个运动员。
有一些明星运动员肯定要在队里，还有许多肯定不能入选。
只有那些难作取舍的情况会让你的判断产生差别。
即使你搞砸了，低估了排在第二十名的运动员，使他落选了，他的位置被排在第二十一名的运动员所代替，你还是组建了一支好的队伍。
如果运动员之间的能力分配正常，第二十一名运动员只会比第二十名略微逊色，或者他们之间的差距比测量误差还要小。
那位排在第二十名的运动员可能会觉得自己被错误地判断了。
但是在此你的目的不是为人们提供能力评估服务，而是组建一支队伍，如果排名第二十位的与排名第二十一位的运动员之间的差距比测量误差还小，你还是作了最佳选择。
用“不公平”来形容这种“不正确的判断”是一种错误的类比。
因为在此目的不是为了对某个特定的个体作出正确的评估，而是选择合理的最佳组合。
在此，会误导我们的一点是选择者看起来有点权力。
英语阅读第一单元课文翻译 Active Reading两种判断判断一个人有两种不同的方式，有时判断的最终目的是正确地判断一个人，不过另外一种则不是如此，并且这种判断要常见得多。
我们往往认为所有的判断都属于第一种。
如果能意识到哪些是第一种而哪些不是的话，我们也许会更幸福。
第一种判断，即把正确地判断一个人作为最终目的的判断，包括法院判决、考试成绩及大部分比赛。
这些判断当然可能会有误判，但因为其最终目的是正确地判断一个人，通常会有某种类似于上诉的程序。
如果你觉得别人没有正确评价你，你可以表示反对，说你受到了不公平的待遇。
几乎所有对孩子的判断都属于第一类，所以在小时候我们就养成了这种习惯，认为所有的判断都是这样。
但实际上还有更广泛地存在着的第二类判断，在这种判断中，对你作出判断只是做另一件事的手段。
这包括大学招生、聘用及作投资决定，当然也包括在约会时作出的判断。
这种判断并不是真正意义上对你作出的评价。
假设你要为国家队挑选运动员。
简单起见，假设这是一个没有位置要求的运动，并且你需要挑选二十个运动员。
有一些明星运动员肯定要在队里，还有许多肯定不能入选。
只有那些难作取舍的情况会让你的判断产生差别。
即使你搞砸了，低估了排在第二十名的运动员，使他落选了，他的位置被排在第二十一名的运动员所代替，你还是组建了一支好的队伍。
如果运动员之间的能力分配正常，第二十一名运动员只会比第二十名略微逊色，或者他们之间的差距比测量误差还要小。
那位排在第二十名的运动员可能会觉得自己被错误地判断了。
但是在此你的目的不是为人们提供能力评估服务，而是组建一支队伍，如果排名第二十位的与排名第二十一位的运动员之间的差距比测量误差还小，你还是作了最佳选择。
用‚不公平‛来形容这种‚不正确的判断‛是一种错误的类比。
因为在此目的不是为了对某个特定的个体作出正确的评估，而是选择合理的最佳组合。
在此，会误导我们的一点是选择者看起来有点权力。
这点权力会让人们认为他像个法官。
新世纪大学英语系列教材综合教程三1（New century college English Series coursebook three, 1）New century integrated unit test -- Unit 1, Book 4Listening ComprehensionPlease fill in the Script as required:True or FalseDirections: There are ten statements in this section. Numbers are based on 1 to 6 Text A while the rest are based on Text B. Listen carefully and decide whether each of the following is true or false. (10 points)OneTrue FalsePlease fill in the Script as required:The, author, thinks, human, beings, not, realize, the, influence, of, nature, even, though, do, they, are,, closely, related, it., toTwoTrue FalsePlease fill in the Script as required:Man, has, succeeded, in, adapting, species, of, many, plants, and, animals,, to, different, climatic, conditions.ThreeTrue FalsePlease fill in the Script as required:As, society, develops, man, becomes, less, dependent, on, indirectly., natureFourTrue FalsePlease fill in the Script as required:Nowadays, the, dynamically, balanced, relationship, man, and, between, nature, is, on,, the, verge, of, collapse.FiveTrue FalsePlease fill in the Script as required:Industrial, waste, disposal, is, not, a, difficult, problem.SixTrue FalsePlease fill in the Script as required:The, human, actions, which, violate, laws, of, the, nature, could, bring,, disaster, to, human, society.SevenTrue FalsePlease fill in the Script as required:On, the, Eastern, shores, of, Lake, Turkana, the, author, found, many, fossilized, Kenya's, remains, of,, their, early, ancestors.EightTrue FalsePlease fill in the Script as required:Man, should, consider, the, expansion, of, agriculture, and, industry, in, order, to, slow, speed, down, the,, current, rate, extinction., ofNineTrue FalsePlease fill in the Script as required:The, governments, in, those, poor, should, spend, more, money, countries, preserving, the, rich,, wildlife, in, their, countries.TenTrue FalsePlease fill in the Script as required:How, to, use, the, funds, is, difficult, task, a, but, we, can, solve, it.Please fill in the Script as required:Compound DictationDirections: You will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 11-20 with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written. (10 points)In the United States, the need to protect plant and animal species has become a highly sharply political issue since 11 and the passage of the Endangered Species Act in 1973. The act,12 to protect species'living areas and policies that land and forests compete with 13 economic interests.发达国家和发展中国家之间存在类似的14种情况。
Unit1 新开始艾芙琳赫洛尔德当我的父母把车开走，留下我一个人不知所措地站在停车场时，我第一次开始琢磨我会在大学校园内做些什么，而此时我除了想安全到达寝室外别无所求。
事实上，尽管我把自己想象得尽可能成熟，我还是感到一种大一新生的稚气。
我确切地感到，校园里所有人都在注视着我，这更是加剧了我的紧张。
我打算竖起耳朵，闭上嘴巴，希望没有人会注意到我是个新生。
就这么想着，我抬起头，耸正了肩，以一副前所未有的小心翼翼的样子浏览着紧握在手中的地图，朝着寝室的方向走去。
当我第一眼瞥见一个活生生的校足球队员时，我再也不能自制了。
那样的自信！那样的沉稳！那样的肌肉！我只希望他注意到的是我表现出的自信的样子，而不是我颤抖的膝盖！我花了一个下午的时间到我上课的每间教室踩点，这样一来在每节课开始前我就能准点到课，而不用问别人“教室在哪”这种愚蠢的问题了。
第二天早上我找到了第一堂课的教室，然后信步而入。
进去以后，另一个问题却又等着我呢。
坐哪里好呢？新生手册上建议我们坐得靠近前边，好把自己的机敏和活跃展现给教授看。
一番思虑后，我选择了第一排靠边的位置坐下了。
这样一来，我既坐在前面（像建议的那样），又不在教授的视线范围内。
我打开那本美国文学选，接着潦草地在卷边的横线本顶端写下了日期。
教授这时开口了，“欢迎来到101教室的生物课堂！”一阵冷汗从我后脖颈沁出。
我摸出我的日程表，核对了一下教室号。
嗯，房间号码没错。
就是楼号错了。
所以现在该怎么办呢？在课上到一半时起身离去？教授不会生气吗？我知道大家都会盯着我看的。
还是算了。
我在椅子上坐定，试着摆出一副生物专业学生所特有的很“科学家”的姿势，身姿稍微前倾，绷紧手臂以便疯狂地写一通笔记，但内心却咒骂不休。
沿墙摆放的玻璃瓶内的蛇标本已经暗示过我，这不是文学教室！下课后，我很确定我的胃（和我的脑子）都需要补充一点营养，于是我急忙去了餐厅。
我正一边往餐盘里放着三明治小点心，一边朝沙拉档口走去，这时我不小心踩上了一滩番茄酱。
Why I left my job1 "But only in their dreams can man be truly free. 'Twas always thus, and always thus will be."2 When I told him about my decision to leave my job, my father quoted these lines from the movie Dead Poets Society.3 I guess it's not what you would expect, but the reason I left it is exactly the same as the reason I applied for it in the first place. On both occasions, my requirements included job satisfaction and hope about my future, and as I left the office at the advertising agency for the last time, I remembered thinking what I'd thought the day I went in for the first time: I'm sure I could do something better with my life.4 In fact, much of my life had followed a pattern of repetition. I left college with an acceptable degree in fine art, in the same way as I'd left school with a record of scholarship, modest list of exam successes, and relatively little failure. But I hadn't enjoyed college, much as I hadn't really enjoyed school. My whole time in formal education either as a child or as a teenager had been, frankly, tedious, and had been marked with an abundant distrust of people telling me what to learn.5 But for years I followed the plan for a procession of life events which was given to all of us: go to school, go to university, get a job, get married, have children ... and presumably make a new generation suffer the same plan. When I left university, I was confronted by the necessity to look for work.6 I am, by instinct and by profession, an artist. I'm competent at drawing, I paint, I design clothes, and I understand how to use colour to reflect the personality of whoever I'm reproducing on paper or canvas or material. As a child, I hardly read books, but would work my way steadily through a thick pad of paper, drawing after drawing.7 So now, on leaving university, and having fulfilled my side of the plan, which had been to do what I was told, was I condemned to a life of service to others? Was it too much to ask that I should find a job which allowed me to use my talents?8 So I made a succession of applications for jobs in design companies, advertising agencies, anywhere I could use my artistic skills. Of course, there were few jobs of that kind, and no doubt there were better candidates—or at least better connected—than me, who got the work. When I returned to the advertising agency for the second time (they'd turned me down once) I understood that I was one of the lucky ones, it was now my turn to realize my dreams.9 From a childhood growing up in South London, I was invited to their head office in Madison Avenue, the home of advertising, in New York. It was in every way a different country, and for the first few months I behaved like a visitor, in a state of mind which moved between a sense of wonder at my new home and of longing for my roots. I got on well with our clients, I worked on several advertising campaigns, and gradually, on prominent advertising sites around the country, I began to identify the images in the adverts which I had worked on.10 Within a year I was promoted to the post of account manager for the manufacturers of the country's favourite soft drink. At first I was impressed by my spectacular rise in the company, so were my parents—so far, so fast! But my new job took me away from what I was good at, and over the years, my enthusiasm for creative thinking flowed away. There are, after all, only so many ways you can make people buy a product which they'd probably buy anyway. However senior I was likely to become in the company, I still resented being told what to do. And I missed myink-stained fingers and my paint box.11 I knew then that I had to move on.12 I came back to London. I didn't know what I was going to do, but I thought I'd start again. I anticipated some moments of doubt, but I knew I wanted to work in the visual arts, sell some designs, and maybe do some real painting.13 That was a year ago. I now earn a tenth of what I earned in New York, and whileI have a steady girlfriend, our lack of financial prosperity means we can't afford to have children. But my success, my spiritual prosperity, is once again how I perceive it, and not how someone else defines it for me. And I cannot tell you how successful I feel.14 When I first got back, I felt a need to explain why I'd left my job. Despite my conviction that I was doing the right thing, I needed my father's approval. I said, "I've come back to follow my dreams."15 "Again!" my father replied with a sympathetic smile. "'Twas always thus ..."。
抓螃蟹大学最后一年的秋天，我们的心情变了，刚刚过去的夏季学期的轻松氛围，即兴球赛，查尔斯河上的泛舟以及深夜晚会都不见了踪影，我们开始埋头学习，苦读到深夜，课堂出勤率再次急剧上升，我们都觉得在校时间不多了，以后再也不会再有这样的学习机会了，所以下定决心不在虚度光阴。
当然，下一年四五月份的期末考试最为重要。
我们都不想靠全班倒数第一，那也太丢人了，因此同学们之间的竞争压力特别大。
以前每天下午五点以后，图书馆就空无一人了，现在却要等到天快亮时才会有空座。
小伙子们熬夜熬出了眼袋，他们脸色苍白，睡眼惺忪，却很自豪，好像那些都是他们勤奋好学的奖章。
还有别的事情让大家心情焦虑。
每个人都在心里盘算着过几个月毕业离校之后找份什么样的工作。
并不总是那些心坏抱负，成绩拔尖的那些高材生才清楚自己将来要做什么，常常是那些平日里默默无的同学早早为自己下几个阶段的人生做好了规划。
有位同学在位于麦迪逊大道他哥哥广告公司得到了一份工作，另一位同学写的电影脚本已经与好莱坞签好了合约。
我们当中野心最大的一位同学准备到地方上当一位政治活动价家，我们都已经预料到他最终会当上参议员或国会议员。
当大多数同学不是准备深造，就是想在银行、地方政府或其他单位当个白领，希望在二十出头的时候能挣到足够多的薪水，过上舒适的生活，然后就娶妻生子，贷款买房，指望升职，过安稳日子。
感恩节的时候我会了一趟家，兄弟姐妹们免不了不停的问我毕业后有什么打算，我不知道该说什么。
实际上，我知道该说什么，但我怕他们批评我，所以支队他们说了别人准备干什么。
父亲看着我，什么也没说。
夜深时，他叫我去他的书房，我们坐了下来，他给我们两各倒了两杯饮料。
“怎么样?"他问。
“啊，什么怎么样？”“你毕业到底想做什么？”他问道。
父亲是一名律师，我一直都认为他想让我去法学院深造，追随他的人生足迹，所以我有点儿犹豫。
过了会儿我回答说：“我想旅行，我想当个作家。
”我想这不是他期待的答案，旅行？去哪儿旅行？当作家？写什么呀？我做好了遭他反对的心理准备。
Unit 1 Active readingTwo kinds of judgement1 There are two different ways people judge you. Sometimes judging you correctly is the end goal. But there’s a second much more common type of judgment where it isn’t. We tend to regard all judgments of us as t he first type. We’d probably be happier if we realized which are and which aren’t.2 The first type of judgment, the type where judging you is the end goal, includes court cases, grades in classes, and most competitions. Such judgments can of course be mistaken, but because the goal is to judge you correctly, there’s usually some kind of appeals process. If you feel you’ve been misjudged, you can protest that you’ve been treated unfairly.3 Nearly all the judgments made on children are of this type, so we get into the habit early in life of thinking that all judgments are.4 But in fact there is a second much larger class of judgments where judging you is only a means to something else. These include college admissions, hiring and investment decisions, and of course the judgments made in dating. This kind of judgment is not really about you.5 Put yourself in the position of someone selecting players for a national team. Suppose for the sake of simplicity that this is a game with no positions, and that you have to select 20 players. There will be a few stars who clearly should make the team, and many players who clearly shouldn’t. The only place your judgment makes a difference is in the borderline cases. Suppose you screw up and underestimate the 20th best player, causing him not to make the team, and his place to be taken by the 21st best. You’ve still picked a good team. If the players have the usual distribution of ability, the 21st best player will be only slightly worse than the 20th best. Probably the difference between them will be less than the measurement error.6 The 20th best player may feel he has been misjudged. But your goal here wasn’t to provide a service estimating people’s ability. It was to pick a team, and if the difference between the 20th and 21st best players is less than the measurement error, you’ve still done that optimally.7 It’s a false analogy even to use the word unfair to describe this kind of misjudgment. It’s not aimed at producing a correct estimate of any given individual, but at selecting a reasonably optimal set.8 One thing that leads us astray here is that the selector seems to be in a position of power. That makes him seem like a judge. If you regard someone judging you as a customer instead of a judge, the expectation of fairness goes away. The author of a good novel wouldn’t complain that readers were unfair for preferring a potboiler with a racy cover. Stupid, perhaps, but not unfair.9 Our early training and our self-centeredness combine to make us believe that every judgment of us is about us. In fact most aren’t. This is a rare case where being less self-centered will make people more confident. Once you realize how little most people judging you care about judging you accurately – once you realize that because of the normal distribution of most applicant pools, it matters least to judge accurately in precisely the cases where judgment has the most effect –you won’t take rejection so personally.10 And curiously enough, taking rejection less personally may help you to get rejected less often. If you think someone judging you will work hard to judge you correctly, you can afford to be passive. But the more you realize that most judgments are greatly influenced by random, extraneous factors – that most people judging you are more like a fickle novel buyer than a wise and perceptive magistrate – the more you realize you can do things to influencethe outcome.11 One good place to apply this principle is in college applications. Most high school students applying to college do it with the usual child’s mix of inferiority and self-centeredness: inferiority in that they assume that admissions committees must be all-seeing; self-centeredness in that they assume admissions committees care enough about them to dig down into their application and figure out whether they’re good or not. These combine to make applicants passive in applying and hurt when they’re rejected. If college applicants realized how quick and impersonal most selection processes are, they’d make more effort to se ll themselves, and take the outcome less personally.两种判断1 判断一个人有两种不同的方式，有时判断的最终目的是正确地判断一个人，不过另外一种则不是如此，并且这种判断要常见得多。
Unit 1 Active readingTwo kinds of judgement1 There are two different ways people judge you. Sometimes judging you correctly is the end goal. But there’s a second much more common type of judgment where it isn’t. We tend to regard all judgments of us as t he first type. We’d probably be happier if we realized which are and which aren’t.2 The first type of judgment, the type where judging you is the end goal, includes court cases, grades in classes, and most competitions. Such judgments can of course be mistaken, but because the goal is to judge you correctly, there’s usually some kind of appeals process. If you feel you’ve been misjudged, you can protest that you’ve been treated unfairly.3 Nearly all the judgments made on children are of this type, so we get into the habit early in life of thinking that all judgments are.4 But in fact there is a second much larger class of judgments where judging you is only a means to something else. These include college admissions, hiring and investment decisions, and of course the judgments made in dating. This kind of judgment is not really about you.5 Put yourself in the position of someone selecting players for a national team. Suppose for the sake of simplicity that this is a game with no positions, and that you have to select 20 players. There will be a few stars who clearly should make the team, and many players who clearly shouldn’t. The only place your judgment makes a difference is in the borderline cases. Suppose you screw up and underestimate the 20th best player, causing him not to make the team, and his place to be taken by the 21st best. You’ve still picked a good team. If the players have the usual distribution of ability, the 21st best player will be only slightly worse than the 20th best. Probably the difference between them will be less than the measurement error.6 The 20th best player may feel he has been misjudged. But your goal here wasn’t to provide a service estimating people’s ability. It was to pick a team, and if the difference between the 20th and 21st best players is less than the measurement error, you’ve still done that optimally.7 It’s a false analogy even to use the word unfair to describe this kind of misjudgment. It’s not aimed at producing a correct estimate of any given individual, but at selecting a reasonably optimal set.8 One thing that leads us astray here is that the selector seems to be in a position of power. That makes him seem like a judge. If you regard someone judging you as a customer instead of a judge, the expectation of fairness goes away. The author of a good novel wouldn’t complain that readers were unfair for preferring a potboiler with a racy cover. Stupid, perhaps, but not unfair.9 Our early training and our self-centeredness combine to make us believe that every judgment of us is about us. In fact most aren’t. This is a rare case where being less self-centered will make people more confident. Once you realize how little most people judging you care about judging you accurately – once you realize that because of the normal distribution of most applicant pools, it matters least to judge accurately in precisely the cases where judgment has the most effect –you won’t take rejection so personally.10 And curiously enough, taking rejection less personally may help you to get rejected less often. If you think someone judging you will work hard to judge you correctly, you can afford to be passive. But the more you realize that most judgments are greatly influenced by random, extraneous factors – that most people judging you are more like a fickle novel buyer than a wise and perceptive magistrate – the more you realize you can do things to influence the outcome.11 One good place to apply this principle is in college applications. Most high school students applying tocollege do it with the usual child’s mix of inferiority and self-centeredness: inferiority in that they assume that admissions committees must be all-seeing; self-centeredness in that they assume admissions committees care enough about them to dig down into their application and figure out whether they’re good or not. These combine to make applicants passive in applying and hurt when they’re rejected. If college applicants realized how quick and impersonal most selection processes are, they’d make more effort to se ll themselves, and take the outcome less personally.两种判断1 判断一个人有两种不同的方式，有时判断的最终目的是正确地判断一个人，不过另外一种则不是如此，并且这种判断要常见得多。
