研究生英语第四单元课文翻译

Explicit and Implicit Moral EducationImagine a guardsman,from the moment he falls in on parade in the morning until the moment the parade is dismissed,every conscious action he makes is predetermined and controlled.If inadvertently he does something that is not in the schedule,such as drop his rifle,he has to cover up that accident by pretending to faint.to do anything other than conform might show originality and inventiveness,but from the point of view of military ethos would be immoral.想象一下有一个卫兵，在早上从他进入一个阅兵队列开始直到这个队伍解散，他作出的每一个有意识的动作都是事先规定好并且被控制的。

如果他无意识地做了计划外的一个动作，比如弄掉了他的步枪，他只能通过装作晕倒来掩盖这个错误。

不遵守命令可能会显示你的独创性和别出心裁，但是从军队气质的角度来讲，这些行为都是不道德的。

That is an example of thorough-going explicit moral system.In it actions are rigidly divided into right ones and wrong ones,permitted ones and non-permitted ones,and everyone involved accepts this without question;and to train a participant in such a system is an explicit matter,and the simplest form of behaviour training,provided the learners acknowledge the teacher as an unquestionable authority who knows exactly what moral behaviour is.这就是一个彻底实行显性道德教育体系的例子。

Unit4 无子女家庭：亘古生息的反叛1二十好几的凯茜、韦恩夫妇结婚已有五年之久，膝下犹虚。

上次凯茜娘家有一个人问：“你们打算什么时候要孩子?”她答道：“我们就是孩子!”2凯茜与韦恩属于一代人数日益增长、决定不要孩子的年轻已婚夫妇群体。

最近一项调查显示在过去的五年中，年龄在25至29岁之间妇女不愿生养的百分比几乎翻了一番，在18至24岁的已婚妇女中几乎增至三倍。

在这个似乎大胆反抗生物性和社会性的决定后面隐藏着什么原因呢?3或许最能公开坦陈心曲的无子女夫妇是《婴儿陷阱》一书的作者：埃伦，派克，其夫威廉，一位广告总经理兼全国不生养夫妇协会主席。

派克夫妇认为他们和协会均无意反对生儿育女，不过是反对迫使人们传宗接代的社会压力，它无视人们是否殷切盼望和真的需要孩子或者根本不好此道。

4“这是一种生活方式的选择，”埃伦说，“我们选择自由和自愿，清净和闲暇。

这也是一个朝哪个方向付出努力的问题——在你自己的小家庭之内或在一个大的社团之中。

这一代人面临有关地球生命延续的严重问题以及生命质量的问题。

我们的孙男孙女也许将购票去观赏最后一批红松林或排队去获取氧气配给。

有人抱怨在回家见五个孩子的途中被交通堵塞困住好几个小时，但是他们不能将孩子与交通堵塞联系起来。

在一个受到人口过剩一系列后果威胁的世界上，我们正在参与一项事业使膝下无子的生活模式为社会所接受并受世人尊重。

太多的孩子作为一种文化强制的后果而呱呱坠地，离婚和虐待儿童的相关统计充分揭露了这一结果。

”5埃伦的丈夫补充说：“每位朋友、亲戚、同事不停地给你施加压力，劝你要孩子，说什么‘发现你生活中失去的东西’。

好多好多人很晚才发现，所谓他们失去的东西其实是他们完全不适合做的事情。

”6埃伦还说：“从抱第一个洋娃娃开始，大到欣赏电视肥皂剧，成年后参加鸡尾酒会，无形之中，总有一种压力要你为人父母。

但是让我们来看看养育失败的比率吧，或许天下父母应该视为像当医生一样的专门职业。

有些人擅长此道，他们应当生养孩子；有些人一窍不通，他们应该认为他们还有其他的选择。

Unit 4(Para. 1) In the last few centuries, marriage has been connected to romantic love. This kind of package deal is not easy to maintain and indeed many people fail while trying to do so. Nevertheless, most people still pursue this deal. This is another type of paradox associated with marriage.在过去的几个世纪里，婚姻总是和浪漫的爱情联系起来。

这一揽子交易可不容易维护，的确，很多人在试图将婚姻和浪漫的爱情结合起来时失败了。

不过，许多人仍然追求婚姻。

这是和婚姻相关的另一种自相矛盾的情况。

package adj. 一揽子的 vt. 打包；将…包装package deal 一揽子交易，一揽子交易中的条款nevertheless adv. 然而，不过；虽然如此 conj. 然而，不过paradox n. 悖论，反论；似非而是的论点；自相矛盾的人或事(Para. 2)Some of the main difficulties of this package deal are the following: (a) in modern society, marriage is no longer unique in fulfilling tasks such as raising children and enhancing one’s status and financial situation,(b) long-term romantic relationships are problematic in that they lack significant changes, which are so meaningful to emotions in general and love in particular, and (c) the greater flexibility of romantic boundaries in modern society make it harder to maintain strict emotional connections and constraints, such as those recommended in marriage.要实现这一揽子交易，有如下几点主要的困难：1. 在现代社会，婚姻已不是实现像抚养孩子，加强个人地位，及改善经济状况等任务的惟一形式。

研究生英语综合Unit Four爱和情感联系原文及翻译Love and Emotional Connection in Graduate English Comprehensive Unit FourLove and emotional connection are universal themes that have been explored and celebrated in literature, music, and art for centuries. In "Unit Four: Love and Emotional Connection" of the Graduate English Comprehensive course, we delve into the original text and its translation, examining various perspectives on these profound human experiences. This article aims to analyze the content of the original text and its translation, without the use of headings or subheadings, in order to present a comprehensive discussion on the topic.The original text in Unit Four discusses the numerous facets of love and emotional connection, shedding light on different cultural and historical contexts. It emphasizes the importance of these emotions in fostering relationships and forming bonds between individuals. The translation, although faithfully capturing the essence of the original text, presents the ideas and concepts in a manner more accessible to English-speaking students.The texts in Unit Four provide readers with a wide range of examples and case studies that illustrate the complexities of love and emotional connection. Through these examples, we come to understand that love is not a uniform experience. It can manifest in various forms, such as filial love, romantic love, or even the love for humanity as a whole. These differentforms of love demonstrate the depth and breadth of human emotions and the intricate connections that tie individuals together.Furthermore, the original text delves into the concept of emotional connection, highlighting its significance in fostering empathy and understanding between individuals. It explores the notion that emotional connection goes beyond superficial interactions and requires a deeper level of emotional engagement. The translation conveys this message effectively, encouraging readers to develop a broader perspective on love and emotional connections.The texts in Unit Four also explore the impact of technology on love and emotional connections in contemporary society. With the emergence of social media platforms and online dating apps, the nature of relationships has undergone significant changes. The original text raises thought-provoking questions about the authenticity of virtual connections and the potential challenges they pose to the development of genuine emotional bonds. The translation adeptly captures these concerns, provoking readers to reflect on the consequences of technology on their own relationships.Moreover, the original text prompts readers to contemplate the role of love and emotional connection in the pursuit of personal fulfillment and happiness. It challenges conventional notions of success and urges individuals to prioritize emotional well-being over material wealth. The translation successfully conveys these ideas, inspiring readers to reevaluate their own values and priorities in life.In conclusion, the original text and its translation in Unit Four of the Graduate English Comprehensive course provide a thought-provokingexploration of love and emotional connection. Through the analysis of various examples, the texts emphasize the diverse nature of love and the profound impact of emotional connection. They also delve into the complexities of love in the digital age and its implications for genuine human connections. Ultimately, the texts encourage readers to reflect on their own experiences and perspectives on love and emotional connection, promoting personal growth and understanding.。

UNIT41. Think for a moment about your own life — the activities of your day, the possessions you enjoy, the surroundings in which you live. Is there anything you don’t have at this moment that you would like to have? Anything that you have, but that you would like more of? If your answer is “no,” then congratulations — either you are well advanced on the path of Zen self-denial, or else you are a close relative of Ted Turner . The rest of us, however, would benefit from an increase in our material standard of living. This simple truth is at the very core of economics. It can be restated this way: we all face the problem of scarcity.2 Almost everything in your daily life is scarce. You would benefit from a larger room or apartment, so you have a scarcity of space. You have only two pairs of shoes and could use a third for hiking; you have a scarcity of shoes. You would love to take a trip to Chicago, but it is difficult for you to find the time or the money to go — trips to Chicago are scarce.3 Because of scarcity, each of us is forced to make choices. We must allocate our scarce time to different activities: work, play, education, sleep, shopping, and more. We must allocate our scarce spending power among different goods and services: food, furniture, movies, long-distance phone calls, and many others.4 Economists study the choices we make as individuals and how those choices shape our economy. For example, the goods that each of us decides to buy ultimately determine which goods business firms will produce. This, in turn, explains which firms and industries will hire new workers and which will lay them off.5. Economists also study the more subtle and indirect effects of individual choice on our society. Will most Americans continue to live in houses, or — like Europeans will most of us end up in apartments? Will we have an educated and well-informed citizenry? Will museums and libraries be forced to close down? Will traffic congestion in our cities continue to worsen, or is there relief in sight? These questions hinge, in large part, on the separate decisions of millions of people. To answer them requires an understanding of how people make choices under conditions of scarcity.6. Think for a moment about the goals of our society. We want a high standard of living for all citizens: clean air, safe streets, and good schools. What is holding us back from accomplishing all of these goals in a way that would satisfy everyone? You probably already know the answer: scarcity. 1. 想一想你的生活：你每天从事的活动，你所拥有的财产，你所居住的环境。

Unit 4 Text ARags to Rags, Riches to Riches(从贫穷到贫穷，从富有到富有)Clive Crook[1] Opportunity is the crux [krʌks](关键)of the American idea. Opportunity is what the New world has always represented: struggle, risk, self-determination, and the hope of spiritual and material progress. Even now, to new immigrants, that of something like it is the pull(诱人的)---and for them at least, it is no false promise. If you move to America, you move up, and this is true whether you are rafting(木筏) across the Rio Grande or negotiating the hazards['hæzɚd](危险) of the H1B visa program. British emigrants (I am one) are fond of Spain [spein](西班牙) and the United States. They go to Spain to retire; they come here to rise to new challenges. This lure [lʊə(r)](诱惑), barely diminished after more than three centuries/ˈsɛntʃərɪ/, has ever been an incalculable [in'kælkjuləbl](无数的) source of national strength.机会是美国思想的核心，始终是这个新世界说代表的理念：奋斗、冒险、自主以及精神和物质进步的希望。

Unit4当经济变化抢占头条时，亚洲人口结构的变化至少同样深刻。

近期一篇由哈佛大学经济学家杰弗里·威廉姆森与联邦储备银行的马修·希金斯合著的文章中指出，这种人口奇迹基本上可能完全解释经济奇迹。

一篇由夏威夷大学的安德鲁·曼森与伯克利加利福尼亚大学的罗纳德·李、蒂莫西·米勒合著的文章支持这一观点。

各方经济学家都在争论，在正确的控制下，人口改变的间接结果能否刺激亚洲经济增长直至下个世纪。

当国家变得富强时，它们都将经历一个“人口过渡”时期，在此期间，发展迅速的医疗条件和高生育率将造成人口迅速的增长。

30年前亚洲大部分国家都是这种情况。

然而最终，生育率迅速下降，人口增速放缓。

这导致了人口结构概况由金字塔形（婴幼儿很多而老人很少）转变为中式灯笼形（最年轻的和最老的人很少而居中的人很多）。

对于经济而言，中年人多是好事。

它意味着大多数人口都处于适合工作的年龄段，并且“抚养比例”很低。

在西方，人口过渡期持续了一个多世纪。

但在东南亚，它只持续了短短一代人。

例如1965年，泰国女性平均拥有6个孩子，而现在只有不到三个。

非常类似的事情也发生在日本，然后是新加坡、中国台湾省、南韩和印尼。

同时，这些国家有着最强劲的经济发展速度。

而这不是巧合。

在威廉姆森早期的著作中，他估计每人每年仅靠人口年龄结构调整这一点，就能提供1.5%的GDP增长。

但并不能仅仅因为高增长率就把这一部分作为区域典型。

经济增长同样受到了高涨的存款和投资的刺激。

而这部分增长是否令人惊喜的受到人口的影响，也是各方经济学家争论的话题。

上世纪70年代早期以前，东南亚的少儿抚养负担处于高峰，那里的存款率很低。

只有等抚养负担率降低时，存款率才升高。

马萨·威廉姆森和希金斯认为，人口同样可以说明那里的本土和外来资本投资模式。

他们认为少儿抚养负担降低后，处于工作年龄段的人能存储收入中更多的部分。

结果是，他们希望亚洲国家能像日本那样，可以由资本进口国转变为资本出口国。

研究生英语综合教程下册1,4,5,6单元课文翻译研究生英语综合教程（下）系列教材翻译参考译文全章节Unit 1幸福隐藏的另一面凯思琳？麦克高恩1. 咫风、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. 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。

对那些令人极度恐慌的经历作出积极回应的并不仅限于最坚强或最勇敢的人。

实际上，大约半数与逆境抗争过的人都说他们的生活之后与某种方式的改变。

3. 诸如此类有关危机改变一生的发现有着可观的研究前景，这正是创伤后成长这一新学科的研究领域。

这一新兴领域已经证实了曾经被视为陈词滥调的一个真理：大难不死，意志弥坚。

创伤后压力绝不是唯一可能的结果。

在遭遇了即使最可怕的经历之后，也只有一小部分成年人会受到长期的心理折磨。

更常见的情况是，人们会恢复过来一甚至最终会成功发达。

4. 那些经受住苦难打击的人是有关幸福悖论的生动例证：为了尽可能地过上最好的生活，我们所需要的不仅仅是愉悦的感受。

我们这个时代的人对幸福的追求已经缩小到只追求福气：一生没有烦恼，没有痛苦和困惑。

5. 这种对幸福的平淡定义忽略了问题的主要方面一种富有意义的生活所带来的那种丰富、完整的愉悦。

那就是幸福背后隐藏的那种本质一是我们在明智的男男女女身上所欣赏到并渴望在我们自己生活中培育的那种不可言喻的品质。

事实证明，一些遭受苦难最多的人-他们被迫全力应付他们未曾预料到的打击，并重新思考他们生活的意义一或许对那种深刻的、给人以强烈满足感的人生经历（哲学家们过去称之为对“美好生活”的探寻）最有发言权。

Unit 4显性和隐性的道德教育请想象有一个卫兵, 从他早上站入游行队列中开始直到游行结束, 他的每一个有意识的动作都是事先规定好的并且在掌控之中。

如果他一不小心做了什么不是事先安排好的动作, 比如把步枪弄掉了, 那他就必须假装自己晕倒了来掩饰这一过失。

除了遵守规定以外, 做任何事都可能会显得一个人很有创意或者创造力, 但是从军人应有的气质来看, 这是不道德的。

这就是一个完全显性的道德系统的典例。

在这种道德系统中, 行为被严格分成正确的与错误的, 被允许的与不被允许的这两种, 每一个身处这种道德系统中的人都完全无条件接受这种设定; 训练一个这种系统中的参与者是一件十分明显的事情, 这种最为简单的行为训练模式使学习者认识到这些老师就是不可质疑的权威,他们明确地知道什么是道德的行为。

再想象一下,同样是这个卫兵, 在一个晚上, 和一个女孩儿在酒馆里。

他的行为不用再被那么严格地约束, 他可以选择进行很多行动,做很多决定。

在这种情况下,仍然有很多种压力影响他做出抉择。

他的同事的行为, 在那个时间那个地方的习俗, 他认为他女朋友有可能接受或期望的事情, 在电视剧里看过的某种生活方式, 在报纸上阅读过的事情……这些都影响着他的决定。

他没有像早晨一样被明确地指示应该做什么事情, 但是他的行为通过许多渠道受过更多分散的暗示性的训练。

这就是可以影响其他人道德观念的可行的两种教育模式——对于一个人行为的显性的指示与隐性的指示。

面对学校学生时我们应采取哪种方式?或者我们是否需要在不同情况下采取不同的模式?首先, 在描述这个卫兵早晨列队游行时的道德行为的时候, 我们必须指出, 显性的指示需要依靠学习者完全接受并认同指示者的权威性, 如果没有这种接纳与认同, 显性的道德系统是会瓦解的。

同样是这个卫兵, 在晚上,和一个女孩儿在酒馆里,如果还有人对他进行显性的道德指示指示他应该做什么事情, 那很可能是没有任何效果的, 因为这个时候指示者不被学习者认为具有权威性, 他很可能被认为是个怪人。

第一组：Culture shock is precipitated by the anxiety that results from losing all familiar signs and symbols intercourse. These signs are the thousand and one ways in which we orient ourselves to the situations of daily life:when to shake hands and what to say when we meet people, when and how to give tips, how to give orders to servants, how to make purchases, when to accept and when to refuse invitations, when to take statements seriously and when not.人们远离了熟悉的符号和社会交往的信号之后感到焦虑，由此产生了文化休克。

这些符号在日常生活中有许多自我定位的表现形式：当我们见到人们时，何时握手并且说什么；何时并且如何给小费，怎样给雇员下达命令，怎样买东西，何时接受和拒绝邀请，何时认真或者不认真对待声明。

这些符号形式多样，指导着我们应对日常生活中的各种情况：与人见面忽略These cues, which may be words, gestures, facial expressions, customs, or norms are aquired by all of us in the course of growing up and are as much a part of our culture as the language we speak or the beliefs we accept. All of us depend for our peace of mind and our efficiency on hundreds of these cues, most of which are unconsciously learned. 规则我们在成长过程中所了解的这些符号，比如言语、手势、面部表情和习俗，是我们成长过程中获得的，都是文化中的一部分如我们所讲的语言和所接受的信仰一样。

Unit4爱是一门艺术吗？艾里克·弗洛姆爱是一门艺术吗?那就需要知识并付出努力。

或者爱是一种令人愉悦的情感，只有幸运儿才能“坠入”爱河呢?这本小书是以第一种假设为前提的，而大多数人无疑都相信第二种假设。

人们并非认为爱无关紧要。

人们对于爱总是如饥似渴，悲欢离合的爱情电影他们百看不厌，百般无聊的爱情歌曲他们百听不烦。

但很少有人认为爱需要学习。

对爱的这种奇怪观点基于几个错误前提，这些前提或单独或一起支撑着这一观点。

多数人认为爱就是“被人爱”，而非“爱别人”，或主动去爱的能力。

因此，对他们而言，关键问题就在于如何被爱，如何粉可爱。

他们采取各种途径以期达到此目的。

一种方法就是成为成功人士，在自己的社会地位所许可的范围内获取最大量的权力和财产。

这种方法的效法者多为男性。

另一种方法则是通过保持身材和注重打扮使自己富有魅力。

女性尤为青睐该方法。

其他一些让自己魅力四射的方法有：举止得体，谈吐风趣，乐于助人、低调内敛等。

这些方式男女均有采用。

很多使自己可爱的方式和使自己成功的途径并无区别，那就是“赢得朋友和影响他人”。

事实上，社会上大多数人所理解的“可爱”无非是受大众欢迎和对异性有吸引力这两点的综合而已。

导致“爱不需要学习”这种看法的第二个前提是：人们想当然地认为爱的问题是“对象”问题，而不是“能力”问题。

人们认为爱是件很简单的事，困难在于要找到爱或被爱的对象。

造成这种态度的几大根源基于现代社会的发展。

原因之一是：在20世纪，人们对“恋爱对象”的选择出现了巨大变化。

在维多利亚时代，同许多传统文化一样，人们一般认为爱情并非是那种最终走向婚姻的自然产生的个人情感。

恰恰相反，人们认为婚姻是按照传统习俗约定的：或为父母之命，或为媒妁之言，也可能无须这些中介撮合；婚姻是按社会习俗的考虑决定的，婚姆既成，爱情随之自然而然地产生。

过去几十年以来，西方世界普遍认可自由恋爱。

在美国，尽管传统爱情观念并没有完全消失，但人们普遍在寻我“浪没爱情”寻找那种最终会走向的自由。

Unit Four下面的文章选自奈杰尔贝诺克瑞提斯的婚姻与家庭。

此书在美国的一些大学里被用作社会学和妇女研究等课程的教材，它强调了在当代社会和家庭中所发生的重要变化，探索了家庭成员所面临的选择，以及我们很多人都还未意识到的种种约束。

该书还审视了当今美国家庭的多样性，运用跨文化和多元文化的比较，以激发创造性思维来研究21世纪家庭所面临的许多严峻问题。

爱和情感连系奈杰尔·贝诺克瑞提斯1爱，对于人类的生存是不可或缺的。

它既是一种情感，又是一种行为。

家庭通常是我们最早和最重要的爱和情感支持的来源。

众所周知，缺乏爱的婴幼儿会产生各种各样的问题，如抑郁症、头痛、生理残疾、神经质或身心疾病，这些病有时会伴随他们一生。

而对比之下，拥有爱和拥抱的婴儿通常体重增加得快，哭得少，而笑得多。

到了五岁时，他们的智商和语言测试的分数明显比前一类儿童高得多。

1 Love- as both an emotion and a behavior- is essential for human survival- The family is usually our earliest and most important source of love and emotional support. Babies and children deprived of love have been known to develop a wide variety of problems- for example, depression, headaches, physiological impairments, and neurotic and psychosomatic difficulties- that sometimes last a lifetime. In contrast, infants who are loved and cuddled typically gain more weight, cry less, and smile more. By five years of age, they have been found to have significantly higher IQs and to score higher on language tests.2很多研究发现婴儿获得关爱的质量会影响到他们以后的交友，在学校的表现，如何应对陌生的或可能充满压力的情况，以及他们成年后如何建立并且维系情感连系。

Einstein's Painful RomanceWalter SullivanThe story of an anguished love affair between Albert Einstein and the woman who would later become his first wife has emerged in newly disclosed correspondence between them.新近披露的艾伯特·爱因斯坦与意中人<此人后来成为他的元配>之间的来往信件,向人们展示了这对情侣饱含辛酸的爱情经历.Many of the letters describe the love between the young scientist and his future wife, Mileva Maric; the pain associated with his mother'svehement disapproval of the relationship; and their excitement over the impending birth of a child.有许多信件都叙述了这位年轻科学家和他未婚妻米莱娃·玛丽克之间的爱情,叙述了因为爱因斯坦的母亲拼命反对这门亲事而引起他俩的痛苦心情,还叙述了他俩为孩子的即将出世油然而生的兴奋心情.The fate of the child, a girl, however, remains a mystery. She was born before the couple married in 1903 and there apparently is no record of what became of her.然而,这个女孩后来的命运如何依然是个谜.她是在这对夫妇于1903年结婚前生下的,而且对她后来的情况显然没有记载.Intertwined with the disclosures of a difficult romance are fragments of Einstein'sthought as he struggled toward confidence in his concept of relativity.与所披露的艰难的罗曼史交织在一起的是爱因斯坦满怀信心地为自己的相对论概念而努力奋斗的思想片断.Einstein and Maric, a Serb born in a region of Hungary that is now part of Yugoslavia, became friends in 1896 while studying together at the Federal Technical Institute in Zurich. In subsequent years they wrote frequently as Einstein's efforts to find work and Maric's visits home caused many separations.爱因斯坦与玛丽克<她出生在当时匈牙利的塞尔维亚地区,现为南斯拉夫的一部分. >是在1896年交上朋友的.当时他俩正一起在苏黎世的联邦理工学院学习,在后来的许多岁月中,因爱因斯坦为找工作奔波,玛丽克为回家探亲而造成多次分离,所以他们通信频繁.In his letters, Einstein confided in her his efforts to participate in the revolution taking place in many fields of physics, including the nature of light, relative movement and molecular phenomenon.爱因斯坦在信中向玛丽克吐露,自己在投身于许多物理学领域<其中包括光的特性、相对运动和分子现象>内发生的革命.According to Dr. John Stachel, a professor of physics at Boston University who is editor of the Einstein papers, Maric appears to have been more of "a sounding board" than a contributor to Einstein's ideas.据波士顿大学物理学教授、爱因斯坦论文集的编辑约翰·施塔赫尔博士说,看起来,与其说玛丽克是爱因斯坦思想的贡献者,不如说是爱因斯坦思想的"共鸣者〞.In a letter to Maric in 1899, when he was 20 years old, Einstein anticipated his first theory of relativity, published six years later.It came in a period when many physicists still believed that space was filled with an invisible medium through which light waves could be propagated. They called the medium a "luminiferous ether〞.1899年爱因斯坦20岁.在给玛丽克的一封信中,他提前谈论了自己6年后发表的早期相对论思想.当时许多物理学家仍然认为空间充满着一种能使光波传播的不可见的介质.他们将这种介质称之为"传光的以太〞.Einstein's letters also reveal his family's disdain for Maric. In July 1900 he had been warned by his sister that his parents were bitterly opposed to him marrying Maric. When he told his mother of his intention, "Mama threw herself on the bed, buried her head in the pillows, and cried like a child," he wrote toMaric.爱因斯坦的信还透露了他家里的人对玛丽克的鄙视态度. 1900年7月,他事先得到姐姐的警告说,父母竭力反对他与玛丽克结婚.当他把自己的打算告诉母亲后,"妈妈一下子扑倒在床上,把头埋在枕头下,哭得像孩子似的〞,他在给玛丽克的信中写道."After she had recovered from the initial shock, she immediately switched to a desperate offensive," Einstein continued. He quoted his mother as saying, "You are ruining your future and blocking your path through life."爱因斯坦继续写道,"当她从开头的打击中恢复过来后,便立即转换方式,发起猛烈攻势.〞他还援引母亲的话说,"你是在毁掉自己的前途,你是在阻塞自己的人生道路.〞Although Einstein's family looked down on Maric's background, another problem was the couple's meager income. As Einstein wrote to a friend, "Neither of us two has gotten a job and we support ourselves by private lessons - when we can pick up some, which is still very questionable."虽然爱因斯坦的家人瞧不起玛丽克的出身,另外一个原因也是因为这对未婚夫妇的微薄收入.就像爱因斯坦在给一个朋友的信中所写的那样,"我们俩都还未找到工作.我们只靠给私人上课为生<如果我们能找到一些这样机会的话>,但这还是很成问题的.〞Interspersed among Einstein's repeated expressions of love were discussions of scientific questions with which both were concerned.在爱因斯坦的那些情意缱绻的信中也掺带着对他们双方都关心的科学问题的讨论.While visiting the Swiss town of Aarau "a good idea occurred to me, " he wrote, "about a way of investigating how a body's relative motion with respect to the luminiferous ether affects the velocity of propagation of light in transparent bodies. Also a theory on this matter occurred to me, which seems to be highly probable."在游览瑞士的阿劳城时,"我心中产生了一个好主意,〞他写道,"即关于研究一个物体与传光以太的相对运动如何影响光在透明物体中的传播速度的方法.在这个问题上我头脑里还产生了一种似乎十分有可能成立的理论.〞He also was pondering "the definition of absolute rest", a paradox that led him to his initial theory on relativity. The theory ruled out the possibility of absolute rest, since all objects are considered to be in motion relative to other objects. He also was contemplating the electrodynamics of moving bodies which, he said, "promises to be a capital paper."他还在思考着"绝对静止的定义〞,一种导致他产生最初相对论的悖论.这种理论排除了绝对静止的可能性.因为一切物体对于其他有关物体来说都被看作是处在运动之中的.他还对移动物体的电动力学冥思苦想,他说,"这有希望成为一篇优秀论文.〞"I wrote to you that I doubted the correctness of the idea s about relative motion," he wrote. "But my doubts were based solely on a simple mathematical error.Now I believe in it more than ever.""我曾写信给你,谈到过我对相对运动想法的正确性有怀疑,〞他写道."但我的怀疑只是基于简单的数学上的错误.现在我比以前更深信无疑了.〞Mr. Stachel, writing in the May issue of Physics Today, says this passage "suggests that Einstein had already adopted some version of the relativity principle", although not in its final form.斯塔赫尔先生在5月号的《今日物理》上撰文说,这篇文章"意味着爱因斯坦已经采用了某种形式的相对论原理〞,尽管还不是最终形式.Although Maric has been depicted by historians as a dull woman, the letters show her interest in the nature of infinity.虽然玛丽克被历史学家描写成一位缺乏想象力的女子,这些信却表明,她对无限性很感兴趣."I do not believe the structure of the human brain is to be blamed for the fact that man cannot grasp infinity," she wrote to him in 1897, when he was 18 years old."我认为,人们不能了解无限性,不应归咎于人脑的结构,〞1897年她给当时18岁的爱因斯坦的信中写道.She continued: "He certainly could do that if in his young days, when he was learning to perceive, the little fellow had not been so cruelly confined to the earth, or even to a nest, between four walls, but instead was allowed to walk out a little into the universe."她接下去写道："倘若一个人在年轻时期,在学习掌握新概念时,不被无情地局限于地球,或者甚至局限于四面围墙的斗室之中,而是被允许走出去涉足一下宇宙的话,他当然是能够做到这一点的.〞Science historians, such as Gerald Holton of Harvard University, regard Einstein's ability to "walk out into the universe" and think in pure abstractions as essential to his revolutionary discoveries. Particularly remarkable, Mr. Holton said in an interview, is the extent to which their interest in physics dominates the correspondence despite their personal difficulties.科学史家们,诸如哈佛大学的热拉尔·霍尔顿认为,爱因斯坦"涉足宇宙〞的能力和用纯抽象方式思维的能力对他的各项具有革命性的发现是必不可少的.特别引人注目的是,霍尔顿先生在一次会见中说,尽管他们各自都有困难,但他们在通信中对物理学的兴趣竟然占着最重要的位置."Most important for historians of science", he added, is the evidence that so early in his life Einstein "was already deeply thinking about the nature of light, relativity and molecular motion." This "all fell into place in a spectacular set of papers" published in 1905 and thereafter, he said.他又说："对科学史学工作者来说,最重要的是〞,在爱因斯坦的一生中这样早的时候就有迹象表明,他"就已经在深刻地思考着光的特性、相对论和分子运动的问题了〞.他说,"这一思想〞都体现在一系列引人注目的论文之中〞,并从1905年起陆续发表.Despite long periods of separation, Maric and Einstein occasionally managed to meet and hike the Swiss mountains. About the time of one of their excursions, in May 1901, she learned of her pregnancy.尽管玛丽克与爱因斯坦多次长期分离,但他俩有时也设法团聚,去瑞士的崇山峻岭观光,作徒步旅行. 1901年5月在一次短途旅行时,玛丽克得知自己怀孕了.The first letter in which Einstein mentioned this subject, however, began with discussion of a paper on the production of cathode rays by ultraviolet light. It then continued："Just be of good cheer, love, and don't fret. After all, I am not leaving you and I'll bring everything to a happy conclusion."然而,爱因斯坦提到此事的第一封信是以谈论一篇关于用紫外线产生阴级射线的论文开头的.该信接着才写道："你要高兴喜欢才是,可别忧愁烦恼.毕竟我不会离开你,而且我一定会把一切圆满了结.〞As in several subsequent letters he referred to the child a s though the baby was already born, saying, "How is the young chap?"当他在后来的几封信中再谈到这个孩子的情况时,仿佛孩子已经生下了.他问道,"小家伙好吗?〞Maric was hoping for a girl and they called the unborn child "Lieserl", a diminutive of Liese. "I am dizzy with joy", Einstein wrote her, after receiving word of a job in Bern. "The only thing that must be solved is how to have our Lieserl with us.I do not want for us to have to part with her."玛丽克希望生个女孩,所以他们在孩子未出生时便叫她"莉塞尔〞<莉丝的昵称>.当爱因斯坦得知在伯尔尼找到工作的消息后,他写信给玛丽克说,"我高兴死了.唯一得解决的事情就是怎样使莉塞尔和我们在一起.我不想使我们不得不离开她.〞Despite his mother's opposition, Einstein and Maric were married in January 1903 in Bern. According to a letter, to appear in the next volume of his papers, the Einsteins later learned that their daughter had recovered from scarlet fever. But apparently she was still in her mother's native region. The mention of scarlet fever is the last reference to the girl in the correspondence.尽管遭到母亲的反对,爱因斯坦还是于1903年元月在伯尔尼与玛丽克结为伉俪.根据爱因斯坦文集下一卷上发表的一封信,爱因斯坦夫妇后来得知,女儿的猩红热已经痊愈.看来这孩子还是住在她母亲的故乡了.在通信中有关这女孩的最后情况只是提到了猩红热.Supplementary ReadingAs far as the professional staff of the ETH <the Swiss Federal Polytechnic School> was concerned, Albert Einstein was one of the awkward scholars who might or might not graduate, but who in either case was a great deal of trouble. And in accordance with their opinions, when Einstein did graduate after four years, ETH did not offer him a position as was the custom of the time. For the difficult fellow, no opening on theacademic ladder could be found.Yet it cannot have been entirely unexpected and it was certainly not unnatural. In the autumn of 1900 Albert Einstein was a graduate who denied rather than defied authority; a young man who was written off as virtually unemployable by many self-respecting citizens. It was to be two years later before Einstein was able to obtain his first regular albeit nonacademic position. Even so Einstein's position with the Swiss Patent Office was obtained through the intervention of friends on his behalf.The work of the Patent Office at the turn of the century was strikingly different from what it later became. The difference is illustrated by one fact: until 1908 patents were granted only for inventions which could be represented by a model. The model may have been as important as the specification which described, in words which ideally should allow of no dispute, the duties which the device was intended to perform.These inventions, ideas, and proposals which were directed to the office consisted largely of suggestions for practical, utilitarian, basically simple, and often homely applications of technology to the mundane affairs of everyday life. At first glance, all this appears to be singularly unrelated to Einstein's special genius.Yet despite the apparently esoteric quality of the theories on which his famewas founded, these theories sprang, as he was never tired of stressing, from observation of facts and from deductions which would account for these facts. This demanded an intuitive discernment of essentials, and it was just this which was sharpened during his days at the Patent Office.For the work frequently involved rewriting inventors' vague applications to give them legal protection; this in turn required an ability to see, among sometimes tortuous descriptions, the basic idea or ideas on which an application rested. The demand was not so much for the routine application of a routine mind to routine documents, as for perceptive intuition. Einstein himself was in no doubt of what he learned at the Patent Office."More severe than my father", was how he described the director. "He taught me to express myself correctly."But there was more to it than that. Einstein himself subsequently made two comments on his work at the office. When he took up the post he wrote to a friend that it would give him "besides eight hours of work ... eight hours of idleness plus whole Sunday"And half a century later, on his seventieth birthday he commented that the post had been a blessing. "It gave me", he said, "the opportunity to think about physics. Moreover, a practical profession is a salvation for a man of mytype; an academic career compels a young man to scientific production, and only strong characters can resist the temptation of superficial analysis." The post was an undemanding occupation which released his mind for creative work at a different level.。

The following text is extracted from Marriages and Families by Nijole V.Benokraitis.下面的文章选自奈杰尔贝诺克瑞提斯的婚姻与家庭。

The book has been used as a textbook for sociology courses and women's studies in a number of universities in the United States.此书在美国的一些大学里被用作社会学和妇女研究等课程的教材，It highlights important contemporary changes in society and the family它强调了在当代社会和家庭中所发生的重要变化，and explores the choices that are available to family members,探索了家庭成员所面临的选择，as well as the constraints that many of us do not recognize.以及我们很多人都还未意识到的种种约束。

It examines the diversity of American families today,该书还审视了当今美国家庭的多样性，using cross-cultural and multicultural comparisons运用跨文化和多元文化的比较，to encourage creative thinking about the many critical issues that confront the family of the twenty-first century.以激发创造性思维来研究21世纪家庭所面临的许多严峻问题。

LOVE AND LOVING RELATIONSHIPS爱和情感连系Nijole V.Benokraitis奈杰尔·贝诺克瑞提斯Love — as both an emotion and a behavior — is essential for human survival.爱，对于人类的生存是不可或缺的。

Textual Selection1、When, at the beginning of The Iliad/伊利亚特/-and Western literature-King Agamemnon steals Achilles' slave-girl/奴隶女人/, Briseis, the king tells the world's greatest warrior/战士勇士/ that he is doing so "to let you know that I am more powerful than you, and to teach others not to bandy words with me/跟我犟嘴/ openly defy/不服从，公然反抗/ their king"'. But literary scholar/文学家/ Jonathan Gottschall believes that the true focus of Homer's epic is not royal authority/皇家权威/, but royal genes/皇家基因，皇家遗传/.2、Gottschall is one of a group of researchers/研究团队/, calling themselves literary Darwinists/文学达尔文主义者/, devoted to studying literature/文学/ using the concepts/概念/ of evolutionary/演化，进化/ biology and the empirical/以实验为依据的/, quantitative/量化的/ methods of the sciences. "Women in Homer/荷马史诗/ are not a proxy/代理人/ for status/显赫的地位/ and honour; says Gottschall. "At bottom/事实上/, the men in the stories are motivated/驱使/ by reproductive concerns/繁衍后代/. Every Homeric raid involves/荷马式的袭击/ killing the men and abducting/抢夺/ the women:' The violent world of the epics史诗中的残暴世界/, he says, reflects a society where men fought for scarce mates/少数的配偶/ and chieftains/首领/ had access to as many women as slaves/奴隶/ and concubines/宫女/. And he thinks that everything written/文学撰述/ since Homer is open to similar analysis.3、Literary Darwinism is a mode of analysis; it's also a bit of/一些，少许/ a crusade/运动/, an attempt/试图/ to shake up/撼动/ literary criticism/文学评论/. "Literary theory requires a theory of human nature/人性本质/, because literature is shaped/形状/ by human motives/动机/ and cognitive biases/认知偏见/; says Joseph Carroll of the University of Missour/密苏里/, St Louis. The problem, say the literary Darwinists/文学达尔文主义者/, is that for the past few decades/过去几十年/ the humanities/人类，人性/ have, in the case of/如果发生/ critics/评论，批评/ deconstructing texts/解构文本时/, denied/否定了/ the need for a theory of human nature, asserting/坚持/ that the study of texts can be concerned/不安的/ with nothing outside those texts. Or else/要不/ they have been stuck on theories of human nature that are rooted in/使根深蒂固/ the subjective/主观的/ and the social.4、Those influenced by Freudianism/洛伊德主义/, for example, might read a novel looking for hints/暗示提示/ of a child's sexual desire/性欲/ for its parent. A Marxist/马克思主义者/ would seek out economic and class/阶级/ conflicts/冲突/. Carroll has no truck with/不理/ this: "The theories up to/胜任/ this point have all had a little bit of the truth, but have also all been fundamentally/基本/ flawed/瑕疵/; he says. "None comes to terms with/对某事妥协/ the fundamental facts/基本事实/ of human evolution."5、Literary darwinists believe that literature/文学/ reflects a universal/普遍一般/ human nature shaped by natural selection, and as a result/作为结果/, read texts in terms of /依据/animal concerns/关系/ such as mate choice/配偶选择/, relations between kin/亲属关系/, and social hierarchies/社会阶级/. Such a scientistic approach/方法，途径/ can meet with hostility/敌对/. "At one meeting of the Modern Languages Association/协会/, someone stood up and called me a proto-fascist/原始的法西斯/; says Nancy Easterlin, an expert in Romantic literature/罗马语系专家/ at the University of New Orleans/新奥尔良/, Louisiana.///伊丝特琳利用认知学的一些观点来分析华尔华滋（William Wordsworth ）《前奏》（the Prelude ）的母子关系。

UNIT4Driven by the telecommunications revolution, the global economy is like a speeding train that keeps getting faster, says Thomas Friedman, the New York Times foreign policy columnist. "What's worse," Friedman writes, "no one can slow the train down. because the world economy today is just like the Internet: everybody is connected but nobody is in charge. "《纽约时报》对外政策专栏作家托马斯·弗里德曼指出，全球经济受到电信革命的驱动，就像一列正在飞驰的列车一样发展愈来愈快。

弗里德曼还写道：“更糟糕的是，没有人能让该列车减速，因为今天的全球经济就像互联网一样，人人与之相连，但没有人能控制它。

”The idea that the global economy is out of control has a certain appeal to those who feel left in the dust by corporate mega-mergers, down-sizing, monolithic chain stores, ever-morphing financial markets, and an emerging culture that seems alien to human values.面对公司大并购、削减、大规模连锁店、不断变化的金融市场以及一种正在兴起的、似乎有悖人类价值观的文化，一些人感觉已经落伍，全球经济正在失控这一论点对于他们颇具吸引力。

Unit 4THE FUTURE OF ENGLISH01In the middle of the sixteenth century, English was spoken by between four and five millions of people, and stood fifth among the European languages, with French, German, Italian, and Spanish ahead of it in that order, and Russian following. Two hundred years later, Italian had dropped behind but Russian had gone ahead, so that English was still in fifth place. By the end of the Eighteenth Century English began to move forward, and by the middle of the nineteenth it had forced its way into first place. Today it is so far in the lead that it is probably spoken by as many people as the next two languages—Russian and German combined.在16世纪中叶，有四五百万人说英语，说英语的人数在欧洲的语言中名列第五。

前四位依次是法语、德语、意大利语和西班牙语。

俄语排在英语之后。

两百年以后，意大利语排名落后，而俄语的排名靠前了，英语依然处于第五位。

到了18世纪末，英语的地位开始上升。

到19世纪中叶，英语已经跻身于第一位了。

今天，英语的地位遥遥领先，说英语的人数可能达到说后两种语言，即俄语和德语人数的总和。