研究生英语系列教程 多维教程 熟谙 作文

Unit 1 Travel LanguageText1 The Academie Francasie has for decades been the watchdog over the French language. A few years ago, French sensitivity to the influx of English words became so great that law for the purification of French was adopted。

The law covers even technical applications。

For example，in theory, it is now compuslory in France to refer to the Boeing 747 as a gros-porteur, leasing as credit-bail，etc。

the list is very long and detailed and applies to all facets of life. Mr. Chirac，the French President, might well expand on this list and come up with some new French terms for words such as “internet” or “byte stream” just to name a couple。

The mind boggles at what the world might face。

2 Unfortunately （or perhaps not)，the English language is not so protected. Quite apart from the unforgivable deviations from the king’s English prevlent in America，where “honour" is commonly written as “honor” and “night” as “nite," many well-tested has also been give new meanings，making communication somewhat difficult. For example, the boot of a car has become to be called a trunk – a word reserved in England for the main part of a tree。

多维英语教程熟谙unit5summarySUMMARY ABOUT UNIT 5:SANDWICH GENERATION In this articles, the author first tells a story to introduce the issue that the Sandwich Generation has great difficulty in caring for both their children and their parents. The problem that the sandwich generation is faced with- struggling to care of both their children and their elders while having a job themselves.Then she analyzes the causes of the problems concerning the elder care that Sandwich Generation is faced with. Anne’s mother was going to be discharged from the hospital. The hospital wanted Anne to care for her mother. Her problem was that she was unable to look after her old mother because she was holding down a job herself and she had to take care of her own children. Because family let them stay until a nursing home bed is available ,though thy maintain that family members should share the responsibility .Family members are often widely separated geographically owing to high job mobility in Canada. They will take the responsibility. Next, more specific examples are given to further explanation problems connected with the elder care. And the author also gives us one example to show that some families can deal with elder care well.Finally, she draws the conclusion that for many Canadian families who bear a wide range of new responsibilit ies, elder care can take a physical, and emotional sacrifice. She doesn’t criticize the “no child” decision. Instead, she make s a point that people should make choices of which will be best for their individual lives if they know themselves, recognize and accept their deeply held feelings, and dare to question societal conventions.。

17Students come to campus at a time of high expectancy. And yet, all too often they become enmeshed in routines that are deadening and distracting. As we talked with teachers and students, we often had the uncomfortable feeling that the most vial issues of life —the nature of society, the roots of social injustice, indeed the very prospects for human survival —are the ones with which the undergraduate college is least equipped to deal.18The outcomes of collegiate education should be measured by the student’s performance in the classroom as he or she becomes proficient in the use of knowledge, acquires a solid basic education, and becomes competent in specific field. Further, the impact of the undergraduate experience is to be assessed by the performance of the graduate in the workplace and further education.19But in the end, students must be inspired by a larger vision, using the knowledge they have acquired to discover patterns, form values, and advance the common good. The undergraduate experience at its best will move the student from competence to commitment.20A recent college graduate wrote about the commitments of young people and their future. She asks:“what kind of nation will we be if we cannot even commit ourselves to other people, much less to a set of abstract values?...what kinds of politicians will we elect if self-interest is our highest value, humanity an ‘inoperative’ commodity ?”21When all is said and done, the college should encourage each student to develop the capacity to judge wisely in matters of life and conduct. Time must be taken for exploring ambiguities and reflecting on the imponderables of life —in classrooms, in the rathskellers, and in bull sessions late at night. The goal is not to indoctrinate students, but to set them free in the word of ideas and provide a climate in which ethical and moral choices can be thoughtfully examined, and convictions formed.22This imperative does not replace the need for rigorous study in the disciplines, but neither must specialization become an excuse to suspend judgment or diminish the search for purposeful life objectives.23We are keenly aware of the limited impact people and their institutions seem to make these days on the events of our time. But our abiding hope is that, with determination and effort, the undergraduate college can make a difference in the intellectual and personal lives of its graduates, in the social and civic responsibilities they are willing to assume, and ultimately in their world perspective. These intangibles, which reveal themselves in ways that are very real, are the characteristics by which, ultimately, the quality of the undergraduate experience must be measured.17学生在校园里的高预期时间。

Unit3 美国人的酷爱我父亲是别克人。

在经济大萧条以前，他本是史达兹人。

然而，就像成千上万经济状况处于上升阶段的有车族一样，那场可悲的经济逆转使他们非得调整对汽车的胃口不可。

到他死的时候，他开过的那些别克轿车就不只是普通意义上的交通工具了，而且将父亲定位于这样的社会阶层——比庞蒂亚克人富有，但比不上克迪拉克人。

拥有别克轿车让人一看便知父亲的社会地位。

与别克人相当的还有福特人和克莱斯勒人。

我们美国人与汽车的特殊缘分，其坚实的基础就在于对一种轿车品牌的忠诚，这种忠诚因其来之不易而倍受珍惜。

·这就是爱吗?也许用词过分，可美国人对这些机器的尊重甚过所有其他机器——不仅将它们视为20世纪雕塑大观中的标志，而且还将它们视为社会的护身符。

我记忆中的第一辆别克车是一辆闪闪发亮的黑色轿车，椅子的衬垫是厚厚的马海毛，离合器拉杆是新式的。

我父亲爱吹嘘说这辆车一小时能跑120英里。

一想到这样的速度就会令男人们兴奋不已。

我照着家里的菲尔可牌收音机盒里播出的格林，霍利特驾驶的那个神秘机器的名字，给这头漂亮的牲口取了个名副其实的绰号——黑美驹。

20世纪中，电话、电视或者个人电脑，这一切都使人类环境发生了巨大变化。

然而，与电话、电视、电脑不同的是，汽车却享有人格化的地位。

有些汽车可以成为家庭成员，机械宠物。

我们给汽车起名字，在自己·家的车道上精心打扮汽车，在汽车不能满足我们的需要时诅咒它们。

在折旧换新之时为旧车的离去而悲哀。

人们对汽车的热爱让环境保护者、安全为重的倡导者以及社会工程师们感到不安。

他们认为通往人间天堂的道路应该到处都铺设公交运输所必备的发亮轨道。

他们想象着我们加入未来拥挤不堪的自行车行列，而不是像一位激动不已的评论家所预见的那样，坐在“傲慢的双轮马车”方向盘后。

这种态度不是现在才有的。

首先是铁路，接着是汽车造成的人口流动早已使得守旧的特权阶层感到不安。

在战场上有过辉煌，但却以鄙视下层民众而出名的威林顿公爵在150年前就曾反对英国发展铁路，这是因为火车只会怂恿普通人毫无意义地到处走动。

研究生英语——多维教程——熟谙第一册原文TypescriptChapter 1 Learning to Listen1. Using What You Already KnowExercise 1Student: Excuse me.Counselor: Yes?Student: Do I need to make an appointment to register for an ESL class?Counselor: No, but you first have to take a placement test.Student: A test?Counselor: We need to find out what your ESL level is.Student: Oh, Okay. Where do I go to take the test?Counselor: We will be giving the test tomorrow at 3 o’clock in room 303. Can you come then? Student: Yes.Counselor: Good. Now, let me give you some forms to fill out so we can begin the registration process. Please write your name and address here, and your ID number here.Student: Okay. What do I write under teacher and section?Counselor: You can leave those blan k. We’ll fill it in tomorrow.Exercise 2Student A: I didn’t really understand what Ms. Smith was saying about the id, the superego and the ego.Student B: Oh, that’s easy. Look here on page 53. The id is the part of our personality that wants instant gratification. The ego tries to help the id get what it wants, but in a logical and practical way. The superego is like the personality’s police force. It monitors the id and the ego.Student A: Oh, I think I’m getting it. You mean the id, ego and superego are all part of our personality?Student B: Right. They are all interacting.Student A: Do you think we’ll need to give definitions?Student B: I don’t know. We may just have to match the names with the definitions. But we’d better study this some more just to be safe.2. Scanning for the Main IdeaExercise：A: I can’t believe it’s closed. I’ve got a class from 7 o’clock to 10 o’clock. What am I going to do? B: Well, there are some food machines in the Student Union. You could always go there.A: No way! I tried that once last semester and I got as s ick as a dog. There’s got to be something better.B: Well, we can go down to Main Street. There are a couple of places that I’m sure are open.A: We’d never make it back in time. It’s already 6:40. I think I’ll pass out if I don’t get something.I came her e right from work. I didn’t have time to stop by my apartment.B: I think there’s a stand in front of Smith Hall. You can at least get something warm there.A: Well, I guess we don’t have any other choice.B: Yeah, it’s either the canteen or three hours of listening to your stomach growl.3. Scanning for the Important PointsExercise：●Teacher: Good evening class. Before we begin tonight’s lesson. I want to remind you aboutnext Thursday’s midterm. Remember to review chapters one through eight in the book. You will be responsible for knowing all of the information in the chapters plus all of the other topics we have discussed in class. This test will include multiple choice, True/False, and essay questions. You will not be able to use any books, notes or dictionaries.●Now, last week, I spoke about the importance of using note cards and visual aids to prepareyour speeches. Tonight I’m going to talk about specific things that will help you with your speech delivery. Please take careful notes so you can use those techniques to improve your speech delivery.The first and perhaps the most important element of good speech delivery is eye contact. It is extremely important, especially in the English-speaking world, to make eye contact with your entire audience. This may be very difficult for you if you come from a culture where making direct eye contact is a sign of disrespect. But, you really need to practice this skill until you are comfortable looking directly at all of your audience members when you are speaking to them. Please note that you need to look at the entire audience. Please don’t direct your attention to just one person or one side of the room, and really be sure not to stare into the eyes of anyone for too long of a period.●Next, you need to make sure that when you talk to your audience, you are enthusiastic aboutyour topic and excited to share it with your audience. Vitality is a way of maintaining the audience’s attention and indicating to them that you firmly believe in what you are saying.V olume, intonation, facial expressions, and gestures all add to the vitality of your speech.Think abut a speaker you really liked. Did he or she just stand there and read words from a piece of paper? No, of course not. Probably the speaker was full of life and his or her energy forced you into becoming involved in caring about the topic of the speech.4. Inferencing (Making Intelligent Guesses)Exercise:Dr. Stevens: Ted, can I speak to you a minute?Ted: Yes, Doctor Stevens?Dr. Stevens: I finished reading your essay and before I return it to you, I was hoping you might be able to come in and speak with me about it.Ted: Oh, uh, okay, sure.Dr. Stevens: Can you come during my office hours?Ted: I think so. When are they again?Dr. Stevens: Tuesdays and Thursdays from 3 o’clock until 4:30.Ted: That’s no problem. Oh, wait a minute, I have football practice every day from 2 o’clock until 5 o’clock.Dr. Stevens: Hmm. Well, how about if we get together tomorrow right before class?Ted: Sure.5. Scanning for Specific Pieces of InformationExercise:You have reached the Student Union Activity Hotline. The following is a list of information and events for Thursday, September 18.The Student Union is open from 7:00 a.m. until 11:30 p.m. The cafeteria will be serving breakfast from 7 o’clock until 8:30, lunch from 11 o’clock until 1 o’clock, and dinner from 5 o’clock until 7 o’clock, The snack bar will be open from 9:00 a.m.—8:00 p.m.Assembly member Carole Berg will be speaking on the topic: “Parity pay for Women: It’s St ill Not Here.” Assembly woman Berg will speak in the Oak Room from 9 o’clock. Admission is free, and a question/answer period will follow.The Student Council will meet in room 27 from noon until 1:30. Elections will be held for all major offices. All students are welcome.The campus folk dance club meets in the Green Room from 2 o’clock until 5 o’clock today. All are welcome to attend; dance experience is not necessary.Bette Milder will be performing live in the Campus Corner Cabaret. The show begins at 8 o’clock. Tickets are available at the Ticket Office. All seats are $7.00.Tonight’s movie, the experimental “Dial Tones,” will be shown in the Union theater at 7:00 and 9:00 p.m. Tickets for both shows are $5.00 and are available at the ticket office.If you have missed anything on this recording, please press the pound key for the message to repeat. Thank you for calling the Student Union.6. Using Context CluesExercise 1A: Let’s exchange phone numbers. That way, if one of us is absent, we can call eac h other for the homework assignments.B: That’s a great idea. My number is 555---A: Wait a second, this pen just died. Let me get another one.B: Here, take my pencilA: Thanks. Okay, what was it?Exercise 21. Sentence: H e’s a real stickler.A: Who’s you r history professor?B: I’m in Dr. Leydorf’s class.A: Oh, How is he?B: The class is interesting and I really like him, but he’s a real stickler. If you’re more than fifteen minutes late, he marks you absent, and you have to hand in every assignment on time or he lowers your grade.A: Ooh! He sounds really tough.2. Sentence: you could have knocked me over with a feather!A: How did you do on your composition?B: Oh, you won’t believe it. I hadn’t worked on it very long and I didn’t have time to check it o ver. When the teacher returned it to me with an “A” on it, you could have knocked me over with a feather!A: Wow. That’s great. You must be really smart.B: Or else just lucky.3. Sentence: I’ve got to cram for a test.A: Let’s go to a movie tonight.B: So rry, I’ve got to cram for a test tonight. I haven’t had a chance to study before now.A: Well, how about going to the late show?B: No, I’m going to need a good night’s sleep. I want to make sure that I’m ready for the test.4. Sentence: Let’s get cracking.A: All right. We promised each other we’d get this report done today. Let’s get cracking.B: Aw, it’s such a beautiful day. Can’t we go for a walk and do this later?A: No, we’ll need to return these books to the library by five o’clock. We really have t o do this now.5. Sentence: Fat chance.A: Gee. It’s already a quarter after ten. Maybe Ms. Hughes is absent today.B: Fat chance. She’s never been absent a day in her life. I was in her class last year and she even came in when she had the flu.A: Well I guess she really loves teaching. Oh, here she comes now.7. Using Structure and Intonation CluesUsing StructureExercise 11. I’m taking Biology 101 this semester.2. I’m going to the Student Union at 7:00.3. We’re discussing parapsychological phenomena.4. When are you returning to the computer lab?5. We’re meeting with Dr. Stevens at the end of the lesson.Exercise 21.I am transcribing my sociology notes.2.John is defending his dissertation on Tuesday.3.We are forming a study group on the first day of class.4.I’m applying for financial aid to help pay my tuition and expenses.5.Ms. Wilson is correcting our essays over the weekend.Exercise 31.The professor is coming.2.The professor is coming in a little while.3.The Shakespeare Theater Group is performing Romeo and Juliet on the 17th.4.The Shakespeare Theater Group is performing Romeo and Juliet.5.The campus bookstore is having a big sale on all college sweatshirts.6.The campus bookstore is having a big sale on all college sweatshirts during Spring Break.Using Intonation CluesExercise1.I really wanted the new David Sedaris book. The professor in my contemporary lit classpraised it all last semester. The bookstore hasn’t been able to get a single copy for the last month. Oh, well. Maybe I can find a copy on .2.I used the new computer registration system to charge my tuition on my credit card, and theytotally messed it up. They were supposed to charge me $500 for the two art classes, and instead, it says that I’m enrolled in three history classes to the tun e of $900. This is ridiculous!3.Today is my graduation day. I am done! Now, I can finally spend my weekends doingsomething other than cramming for exams and writing term papers. Yippee!4.This schedule is baffling. It says that English 90 is offered at both the midtown and downtowncampuses, but the times are vague. Look here; does this nine mean AM or PM? Hmm, I’m stumped.5.Oh yeah. I absolutely recommend professor Ponz. She’s a real dilly, let me tell you. If youenjoy writing endless term papers on meaningless subjects, participating in class activities that have zero relevance to the topic of the course, she’s the teacher for you!Chapter TwoPart Two Main DialogueDenise: Excuse me, miss, how much does it cost to ride BART?Stranger: Well, that depends on your destination. From here to Glen Park it’s only a dollar ten, but if you go as far as Fremont, it costs a lot more.Tom: We’re going to Berkeley. Do you know what the fare is?Stranger: There are two stations in Berkeley. Which one are you interested in?Denise: Oh, gee, I’m not sure. We’re from out of town. We’re visiting my sister. She told me her house is just a stone’s throw from the UC Berkeley campus. Which station is that?Stranger: The downtown Berkeley station is really close to the university. I’m sure that’s the one you want.Denise: Tom, are you going to remember this, or should I be jotting this down?Tom: What is there to write down, Denise? The woman is giving us very simple directions. So, how much is the fare to downtown Berkeley?Strang er: Let’s go take a look at the map over there. You see, the map shows you how much it costs to go from one station to another. Ah, there it is: two dollars and sixty-five cents.Tom: Two sixty-five? That’s highway robbery for such a short distance!Denise: You think that’s expensive? Tom from our house to Amherst it costs twice as much as that. Tom: Yeah, but that’s an hour ride. You really get your money’s worth.Stranger: Yeah…Uh…Well, did your sister explain which train to take?Tom: Berkeley. We take the Berkeley train to Berkeley, right?Stranger: Well, no actually. That’s just one stop on the Richmond line. Here, let me show you on this map. Here we are a t Powell Street in San Francisco, and it’s basically a straight shot on the Richnond line to the downtown Berkeley station.Denise: Yes, my sister said we wouldn’t have to change trains.Stranger: Uh-oh, what time is it?Denise: It’s 8:15.Stranger: You can’t go directly to Berkeley from San Francisco after 8:04.Tom: Uh-oh. Is there another train we can catch?Stranger: Don’t worry. You can take the Pittsburg line. Look here, take the Pittsburg line to the 12th Street Station in Oakland, and then transfer to the Richmond train. The Richmond train willstop in Berkeley. Get off at the downtown station. From there you can walk to your sister’s house. Denise: We want to be there by 9 o’clock. If we have to transfer, we might be late. Do you think we’ll make it in time?Stranger: It doesn’t take that long. Let’s see; there’s a train from here at 8:18. It arrives at the 12th Street Oakland station at 8:34. You can get a Richmond train right away at 8:34, and you’ll arrive in Berkeley at 8:46.Tom: Let’s see if I’ve go t this right: We take the 8:18 Pittsburg train and arrive in Oakland at 8:34. Then we take the 8:34 Richmond train to Berkeley. That should be a snap.Stranger: Yeah, you’ll have no trouble.Tom: Thank you very much for your help, Miss. You’re a very kind young lady.Denise: And so pretty and smart, too! Tell me dear, I notice you’re not wearin g a ring. Stranger: Well, no, uh…Denise; You know, my sister’s son is very handsome. I think you two would like each other…Stranger: Uh, well; oh! I think I hear your train coming! You’d better hurry so you don’t miss it!Part ThreeExercise 3AThe BART system is a modern metro that links thirty-nine stations throughout Northern California’s San Francisco Bay Area. The trains are operated by computers and the BART station platforms have electronic signs that light up with information about trains that will be arriving.Exercise 3C1.How long does it take to get from JFK Boulevard to Town Plaza? That’s JFK Boulevard toTown Plaza.2.What is the fare from Oxford Avenue to College Avenue? That’s Oxford Avenue to CollegeAvenue.3.How much does it cost an dhow long does it take to go from Fifth Street/Florida to GroveStreet? Again, that’s both the fare and time from Fifth Street/Florida to Grove Street.4.How much is a round-trip ticket from 75th Street to Kentucky Street? That’s a round-tripticket from 75th Street to Kentucky.5.How much time does it take to travel from Kansas Street to 20th Street? Again, how muchtime does it take to travel from Kansas Street to 20th Street?6.You are at the Alabama Street station. It’s twelve noon and you just got on the train. Wha ttime will you arrive at the Madrid Avenue station? Again, it’s twelve noon and you’re going from Alabama Street to Madrid Avenue. What time will you arrive at the Madrid Avenue station?7.What time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal? Again,what time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal?8.What time does the 6:20 AM train from Grand Central Terminal arrive in Yonkers? That’sthe 6:20 AM train from Grand Central Terminal arrive in Yonkers.9.9. How many trains are there from Grand Central Terminal to Yonkers from 4:20PM until7:53 Pm? Again, how many trains are there from Grand Central Terminal to Yonkers from 4:20PM until 7:53 PM?10.How long is the trip from Yonkers to Grand Central Terminal? Again, that’s the time fromYonkers to Grand Central Terminal.11.Which trains from Yonkers to Grand Central Terminal do not stop at 125th Street? Again,which trains do no stop at 125th Street going from Yonkers to Grand Central Terminal? 12.Look at your watch. What time is it right now? What time will the next train from GrandCentral Terminal arrive at 125th Street? Again, using the time now, when will the next train from Grand Central Terminal arrive at 125th Street?Part FourExercise 11.Was her flight from New York on time?2.Did you get the rental car information?3.Which bus do I take to go downtown?4.Is Alice meeting us at the train station?5.Why was the man yelling at the stranger?6.Are you going to call the travel agent today?7.How long do we have to wait for the next bus?8.Where are you going after the meeting?9.What did you do with your extra ticket?10.Were you going to go to the airport alone?Exercise 21.What time did the plane arrive?2.How often do you take the bus?3.Did someone meet them at the airport?4.Why didn’t she tell us she would be late?5.Who will pay for the extra ticket?6.Were you at the bus station yesterday?7.How far is it from here to New Jersey?8.Which bus do you think we should take?9.Whose purse was left on the bus?10.Are you meeting your brother at the bus station?Part FiveExercise 11.How much is the fare to Kansas ST.?2.When is the next Yonkers train?3.Does this bus go to City Hall?4.How long does it take to get to Park Lane?5.Which line do I need to take to get to the Macarthur Station?6.Can you tell me how far the trip from Boston to San Diego is?7.What’s the fastest way to get to Grand Central Terminal from here?8.Do you know where the train for Atlanta stops?9.Exercise 21.The 12:20 train to Seattle will leave in two minutes.2.The next train to Yonkers will leave from Grand Central Terminal in ten minutes.3. A round-trip ticket from JFK Boulevard to Kansas St. is $2.90.4.We’re sorry, but the 12:10 train Riverdale will be six minutes late.5.The bus from Los Angles to Burbank leaves every fifteen minutes at that time of the day.6.The next Fremont train will leave from platform number 4 in half an hour.Exercise 31.Question: Where does this person want to go?A: Pardon me, how much does it cost to go to the Jefferson Auditorium?B: That’s $1.80 one way, but you can’t go directly there after 6:00 PM. You’ll have to take a Lenox train at that hour and then transfer to a Hastings train at the Portsmouth station. 2．Question: What time will the next bus for Chicago leave?A: Excuse me, when does the next bus to downtown Chicago leave?B: Let’s see. One just left at 8:00. The schedule says that that bus leaves every fifteen minutes, so…A: Uh-oh;it’s already 8:10. I’d better hurry.B: Ooh, I hope you make it.2.Question: What is the total round-trip fare for the children?A: May I help you?B: Yeah, we’d like to get tickets from Portland to Long beach.A: When are you planning on going?B: We were thinking of going the week of June 15th.A: Gook. That’s far enough in advance to take advantage of our supersaver fares. If you purchase your tickets thirty days in advance, it will only cost $240 round trip.B: $240. That sounds good.A: How many people are in your party?B: There’s my wife and me, plus our two kids.A: Ooh, we have a special discount available for our young travelers. Let’s see, kids under twelve fly for half price and those under three can go for free.B: Well, Evelynne is six and Renee is two.A: Very good. Let me check the computer to see which flights are open the week of the 15th. Exercise 41.It’s really easy to get to school from my house by bus.2.Greenwich is very close to London.3.I take a 20-minute bus ride from home to work every day.4.I leave my house each day at 8 am.5.We’re going to Hawaii for our next vacation.6.According to this, the train to Vancouver will arrive in ten minutes.7.Do I need a Bakerloo or a Victoria train to get to Picadilly Circus?8.How much is a ticket to Baltimore and then back again?9.You need to take a #5 bus to the Berman Station. Then, catch a #12.10.This bus is too crowded between 7am and 9am.。

Unit1 从能力到责任当代的大学生对他们在社会中所扮演的角色的认识模糊不清。

他们致力于寻求在他们看来似乎是最现实的东西：追求安全保障，追逐物质财富的积累。

年轻人努力想使自己成人成才、有所作为，但他们对未来的认识还是很模糊的。

处于像他们这样前程未定的年龄阶段，他们该信仰什么?大学生一直在寻找真我的所在，寻找生活的意义。

一如芸芸众生的我们，他们也陷入了两难的境地。

一方面，他们崇尚奉献于人的理想主义，而另一方面，他们又经不住自身利益的诱惑，陷入利己主义的世界里欲罢不能。

最终而言，大学教育素质的衡量取决于毕业生是否愿意为他们所处的社会和赖以生存的城市作出贡献。

尼布尔曾经写道：“一个人只有意识到对社会所负有的责任，他才能够认识到自身的潜力。

一个人如果一味地以自我为中心，他将会失去自我。

”本科教育必须对这种带有理想主义色彩的观念进行自我深省，使学生超越以自我为中心的观念，以诚相待，服务社会。

在这一个竞争激烈＼残酷的社会，人们期望大学生能报以正直、文明，，甚至富有同情心的人格品质去与人竞争，这是否已是一种奢望?人们期望大学的人文教育会有助于培养学生的人际交往能力，如今是否仍然适合?毫无疑问，大学生应该履行公民的义务。

美国的教育必须立刻采取行动，使教育理所当然地承担起弥合公共政策与公众的理解程度之间的极具危险性且在日益加深的沟壑这一职责。

那些要求人们积极思考政府的议程并提供富于创意的意见的信息似乎越来越让我们感到事不关己。

所以很多人认为想通过公众的参与来解决复杂的公共问题已不再可能行得通。

设想，怎么可能让一些非专业人士去讨论必然带来相应后果的政府决策的问题，而他们甚至连语言的使用都存在困难?核能的使用应该扩大还是削弱?水资源能保证充足的供应吗?怎样控制军备竞赛?大气污染的安全标准是多少?甚至连人类的起源与灭绝这样近乎玄乎的问题也会被列入政治议事日程。

类似的一头雾水的感觉，公众曾经尝试过。

当他们试图弄懂有关“星球大战”的辩论的问题时，那些关于“威慑”与“反威慑”等高科技的专业术语，曾让公众一筹莫展。

Unit1 从能力到责任当代的大学生对他们在社会中所扮演的角色的认识模糊不清。

他们致力于寻求在他们看来似乎是最现实的东西：追求安全保障，追逐物质财富的积累。

年轻人努力想使自己成人成才、有所作为，但他们对未来的认识还是很模糊的。

处于像他们这样前程未定的年龄阶段，他们该信仰什么?大学生一直在寻找真我的所在，寻找生活的意义。

一如芸芸众生的我们，他们也陷入了两难的境地。

一方面，他们崇尚奉献于人的理想主义，而另一方面，他们又经不住自身利益的诱惑，陷入利己主义的世界里欲罢不能。

最终而言，大学教育素质的衡量取决于毕业生是否愿意为他们所处的社会和赖以生存的城市作出贡献。

尼布尔曾经写道：“一个人只有意识到对社会所负有的责任，他才能够认识到自身的潜力。

一个人如果一味地以自我为中心，他将会失去自我。

”本科教育必须对这种带有理想主义色彩的观念进行自我深省，使学生超越以自我为中心的观念，以诚相待，服务社会。

在这一个竞争激烈＼残酷的社会，人们期望大学生能报以正直、文明，，甚至富有同情心的人格品质去与人竞争，这是否已是一种奢望?人们期望大学的人文教育会有助于培养学生的人际交往能力，如今是否仍然适合?毫无疑问，大学生应该履行公民的义务。

美国的教育必须立刻采取行动，使教育理所当然地承担起弥合公共政策与公众的理解程度之间的极具危险性且在日益加深的沟壑这一职责。

那些要求人们积极思考政府的议程并提供富于创意的意见的信息似乎越来越让我们感到事不关己。

所以很多人认为想通过公众的参与来解决复杂的公共问题已不再可能行得通。

设想，怎么可能让一些非专业人士去讨论必然带来相应后果的政府决策的问题，而他们甚至连语言的使用都存在困难?核能的使用应该扩大还是削弱?水资源能保证充足的供应吗?怎样控制军备竞赛?大气污染的安全标准是多少?甚至连人类的起源与灭绝这样近乎玄乎的问题也会被列入政治议事日程。

类似的一头雾水的感觉，公众曾经尝试过。

当他们试图弄懂有关“星球大战”的辩论的问题时，那些关于“威慑”与“反威慑”等高科技的专业术语，曾让公众一筹莫展。

Text e3ho111 eo,,.,,11t,1te11 to Oo111111lt11t111tt Ernest Boyer Para 1T oday's students have ambiguous feelings about their role in the wor1d. They are devoting their energies to what seems most real to them: the pursuit of security, the accumulatlon of material goods. They are struggling to establish themselves, but the young people also admitted to confusion: Where should they put their faith in this uncertain age? Undergraduates are searching for Jdenttty and meaning and, like the rest of us, they are torn by idealism of seNice on the one hand, and on the other, the temptation to retreat into a world that never rises above self-interests.iPars 2In the end, the quality of the undergraduate experience is to be I measured by the willingness of graduates to be socially and civically engaged. Reinhold Niebuhr once wrote, "Man cannotbehold except he be committed. He cannot find himself without finding a center beyond himseH.1' The idealism of the undergraduate experience mustreflect itself in loyalties that transcend self. Is it too much to expect that, even in this hard-edged ! competitive age, a college graduate will live with Integrity. civility -even compassion? Is it appropriate to hope that the lessons learned in a liberal education will reveal themselves in the humaneness of the graduate's relationship with others?Unit One Fro m Competence to CommitmentPara 3 Clearly, the col l ege graduate has civic obligations to futtil l. There is urgent need in American teaching to help close the dangerous andgrowi n g gap between public pol i cy and public understanding. Theinformation required to think constructively about the agenda ofgovernment seems incr e asingly beyond our grasp. It is no longerpossible, many argue, to r e solve complex public issues through citizenparticipation. How, they ask, can nonspecialists debate policy choicesof consequence when they do not even know the language? Pars 4 Should the use of nuclear e nergy be expanded or cut back? Can an adequate supply of water be assured? How can the arms race bebrought under control? What is a safe level of atmospheric pol l ution?Even the semi-metaphysical questions of when a human life beginsand ends have become items on the pol i ti ca agenda.Para 5 Citi z ens have tri e d with si m itar bafflement to follow the debate over Star Wars, wit h its highly technical jargon of deterrence andcounterdeterrence. Even what once seemed to be reasonabl y l oc almatters -zoning regulations, school desegregation, drainageproblems, public transportation issues1 licensing requests fromcompeti n g cable television companies -call for specialists, whodebate technical i ti e s and frequently confuse rather than clarify theissues. And yet, the very complexit y of public life requi r es more, notl ess, information; more, not less, participati o n.Para 6 For those who care about government "by t he people/' the decline in public understanding cannot go unchallenged. In a world wherehuman survival is at stake, ignorance is not an acceptable alternative.The futl control of policy by special i sts with limited perspecti v e s nottolerable. Unless we find better ways to educate oursetves, as ci t z ens,unless hard questions are asked and sati s factory answers are offered,we run the risk of making critical decisions,not on the basis of whatwe know, but on the basis of blind faith in one or anoth er set ofprofessed experts.Para 7 What we need today are groups of well-informed, caring individuals who band together in the spirit of community to learn from one another,to participate, as citizens, in the democratic process.Para 8 We need concerned people who are participants in inquiry, who know how to ask the right questions. who understand the process by whichpublic p olicy is shaped, and are prepared to make informed,discriminating judgments on questi ons that affect the future.Obviously, no one institution in society can single-handedly provideth e le adersh ip we require. But we are convinced that theundergraduate college, perhaps more than any other institution, isobliged to provide the enlightened leadership our nation urgentlyrequires if government by the people is to endure.Para 9 To fulfill this urgent obligation, the perspective needed is not only national, but global. Today's students must be informed about peopleand cultures other than their own. Since man has orbited into space.it has become dramatically apparent that we are all custodians of asingle planet. In the past half century, our planet has become vastlymore crowded, more interdependent, and more unstable. If studentsdo not see beyond themselves and better understand their place inour complex world, their capacity to live responsibly will bedangerously diminished.Para 10 The world may not yet be a village, but surely our sense of neighborhood must expand. When drought ravages the Sahara.when war in Inda-China creates refugees, neither our compassionnor our analytic i ntelligence can be bounded by a do tted line on apolitical map. We are beginning t o understand that hunger and humanrights affect alliances as decisively as weapons and treaties. Dwarfingall other concerns, the mushroom cloud hangs ominously over ourUnit One From Competence to Commitmentworl d consciousness. These realities and the obligations they imposemust be understood by every student.Pars 11 But during our study we found on campus a disturbing lack of knowledge and even at times a climate of indifference about our world.Refugees flow from one country to another, but too few students canpoint to these g reat migrations on a map or talk about the famines,wars, or poverty that caused them. Philosophers, statesmen,inventors, and artists from around the wor1d enrich our lives, but suchindividuals and their contributions are largely unknown orunremembered.Psra 12 While some students have a global perspective, the vast majority, although vaguely concerned, are inadequately informed about theinterdependent wortd in which they live.Para 13 University of Notre Dame campus minister William Toohey wrote recently, 11The trouble with many colleges is that they indulge thenesting instinct by building protected little communities inside theirgreat walls.11Para 14 One point emerges with stark clarity f r om all we have said: Our world has undergone immense transformations. It has become a morecrowded, more interconnected, more unstable place. A newgenerat i on o1 Americans must be educated for life in this increasinglycomplex world. If t he undergraduate college cannot help studentssee beyond themselves and better understand the interdependentnature of our world, each new generation will remain ignorant l andits capa city to live confidently and responsibly will be dangerouslydiminished.P ara 15 Throughout our study we were impressed that what today's col l ege is teaching most successfully is competence -competence inmeeting schedules, in gathering information, in responding well ontests, in mastering the details of a special field. Today the capacity todeal successfully with discrete problems is highly prized. And whenwe asked students about their education, they, almost w ithoutexception, spoke about the credits they had earned or the coursesthey still needed to complete.Para 16 But technical skill, of whatever .k ind, leaves open essential questions: Education for what purpose? Competence to what end? At a time inlife when values should be shaped and personal priori1ies sharplyprobed, what a tragedy it would be if the most deeply felt issues, themost haunting questions, the most creative moments were pushedto the fringes of our institutional life. What a monumental mistake itwould be if students, during the undergraduate years, remainedtrapped within the organizational grooves and narrow routines to whichthe academic world sometimes seems excessively devoted. Part1 17 Students come to campus at a time of high expectancy. And yet, all too often they become enmeshed in routines that are deadening anddistracting. As we talked with teachers and students1 we often hadthe uncomfortable feeling that the most vital issues of life -the natureof society, the roots of social injustice, indeed the very prospects forhuman su,vival -are the ones with which the undergraduate collegeis least equipped to deal.Para 18 The outcomes of collegiate education should be measured by the student's performance in the classroom as he or she becomesproficient in the use of knowledge, acquires a solid basic education,and becomes competent ina specific field. Further, the impact of theundergraduate experience is to be assessed by the performance ofthe graduate in the workplace and further education.Part1 19 But in the end, students must be inspired by a larger vision, using theUnit One From Co m pet e nce to Commitment •7•knowledge t h ey h ave acquired to discover patterns, form values, andadvance the common good. The undergraduate experienc e at itsbest wil l move the student from compet e nce to commitment.Para 20 A recent coll e ge graduate wrote about the commitments of young people and their fut u re. She asks: 11What kind of nation will we be ifwe cannot even commit ourselves to other people, much less to aset of abstract val u es? ... W hat kinds of politicians will we elect if serf­inter est is our highest value, humanity an 'inoperative' commodity?" Para 21 When all is said and done, the conege should encourage each student to develop the capaci t y to judge wisely in matters of life and conduct.Ti m e must be taken for explori n g ambiguities and reflecting on theimponderables of l ife-in classrooms, in the rathskellers, and in bullsessions late at night. The goal is not to indoctrinate st u d ents, but toset them free in the world of ideas and provide a climate in whichethical and moral choices can be thoughtfully examined, andconvictions formed.Psra 22 This imperative does not replace the need for rigorous study in the disciplines, but neithe r must speci a lization become an excuse tosuspend judgment or diminish the search for purposeful life objectives.Para 23 We are keenly aware of the limited impact people and t h eir i nstit u tions seem to make these days on the e vents of our time. But our abidinghope is that wit h determination and effort, t h e undergraduate collegecan make a difference in the intellectual and personal lives of itsgraduates1 in the so c ial and civic responsibilities they are willing toassume, and uHimate�y in thei r world perspective. These Intangibles,which reveal themselves in ways that are very real, are thecharacteristics by which, ul t imately, the quality of the undergraduateexperi e nce must be measured.。

The summary of Unit5 Sandwich generationIn the modern society，there are a large group，They are the so-called Sandwich generation，people who are struggling to care for both their children and their elders，often while holding down a job as well.The Sandwich generation are living a hard life.The statistics show that the proportion of seniors living with their children is decreasing，those who do move in with their children enter households profoundly changed from previous generations.Because toda y′s seniors had fewer children than their predecessors，there are fewer family members to share the burden.They not only have some elder-care responsibilities，ranging from occasional help with groceries to fulltime care at home，but also care for their children.In fact，the parents of an average family now work 65 to 80 hours a week，up from 40 to 45 hours a week in the 1950s.To stay in the placethey are working twice as hard.It lead to that they have more stress，less job satisfaction and more absence than their colleagues.That change often is overlooked amid increasing public pressure to transfer some of the governments health-care burden to individual families.But families have changed，you cannot make the assumption the people are available.Even when an elderly parent lives independently，responsibilities can weigh heavily on their children，How do they break away from their job to see a sick mother?And then they fell guilty when they leave her alone.Even if their elderly parents are not living with them，there is the stress of juggling obligations at home，to their extended family and their employer.Fortunately，there are many house holds that cope well，especially when the senior is healthy or the younger family members have outside help in times of crisis.But for many families who bear a wide range of new responsibilities，elder care can take a physical，and emotional，sacrifice.To the sandwich generation，all these responsibilities are a trouble to them，their burden will be more heavy than any generations before.。