The diffusion of fake news is facilitated by the difficulty of a large majority of Americans in distinguishing between fact and opinion. 

Translate the following sentences after the text into Chinese.

(1) The professor glanced hastily around the room as he entered, then he looked suspiciously over at the blackboard. While removing his overcoat he read the scrawl that the previous class had left, and judging it unnecessary clutter, he daintily lifted the eraser and waved it back and forth in front of the class, until the board was clear. He checked his watch. It wasn't yet time to start class, so the teacher started to pace back and forth, nervously stroking the lock of hair that covered his bald spot. This man had obviously been sitting in a stuffy office in front of a computer screen for too long. Math professors should get out in the sun more. I noticed his pale skin and the many nicks he’d gotten shaving his overly-sensitive face.

(2) Finally it was time to start. He began by presenting an example: you want to house a football team with 20 white players and 20 black players. What is the probability that all of the pairs of roommates will be of the same color? “A hundred percent”, I said. Okay. I know it was a poor attempt at humor, but I could have sworn no one had heard me. Not one person flinched, sighed, moaned, or giggled. Nothing. They didn’t even turn their heads to see what jerk said that.

(3) “Okay, either everybody in this class is dead, or I am” I thought. I pinched myself. No, it wasn’t me. I watched everyone else copy down what the teacher had written on the board. So they were at least animate. The professor was doing a good job of dealing with the dilemma and posed questions at which a few members of the group guessed. I wondered why he was being paid to talk to corpses.

(4) Yes, something was definitely wrong here. This man was talking to 30 dead people who were diligently copying down his every word. Now the only reason I could see for the lack of response, by his audience was that they didn't share my interest in probability. That seemed reasonable but I couldn’t imagine why anyone would take a 400-level math course unless he was a math major, or at least a math minor. No, these people were interested in the topic.

(5) Maybe they all understood exactly what he was saying and didn't have to ask any questions. I still couldn’t explain the blank stares and the silence, as heavy as the silence of parting lovers, whenever the professor asked a question. The room was too big for the quiet and I felt awkward there. Everyone seemed to want to leave, but there he was, the man up there with the chalk holding the whole class silent and holding all of us hostage.

(6) All of these tortured faces were looking straight ahead and they were taking it all down, just like it was, so that they could go back to their little cells and look it over and over again until they had it memorized. And if they couldn't understand it, they would ask someone else in the class who would invariably say, “I don’t know. I’m not sure I understand that part either.”

(7) Nobody ever goes to a teacher’s office hours, either. I’ve gone to see my teachers, and there’s never anyone else there. The professor sets up time when he can sit and wait for students to talk to him and no one shows up, week after week. It’s nice because teachers are human, too, and they need time alone. I guess that zombies don’t leave their cells unless they have class. I looked over at the people next to me. How did they get that way in the first place?

(8) What in the world was I doing in this ridiculous class, writing down a description of the teacher’s clothing? I was listening to the words, and I even had some vague comprehension of what he was discussing, but I really couldn’t explain my attendance. But what I really couldn’t explain was the professor’s presence. He seemed to have a good sense of humor about the fact that we were all sitting there dead, but I don’t know how he could face us that way. I kept wanting to get up and shout at the class myself, say, “Hey, what are you doing here? Aren’t you paying for this? Didn’t you come here to learn? I couldn’t face these zombies as boldly as this man was. He didn’t scream or despair. He just kept on talking. And I kept on thinking: This is an institution of higher learning.” 

Translate the following statement into Chinese and write the translation on your answer sheet. 

（1）It’s easy to keep your aging brain as nimble as it was in college. Log on to a website full of brain games or download the right apps, and within 20 minutes you’ll be doing your part to sharpen your memory and slow the inexorable decline of your mental functions. At least that’s what the companies behind this booming industry would have you believe. But is it true?
（2）Concrete proof about the benefits of brain games is hard to come by, experts say, when it comes to measurably improving aspects of mental fitness, like having a good memory or sound reasoning. “People would really love to believe you could do something like this and make your brain better, make your mind better，” says Randall W. Engle, a primary investigator at the Attention and Working Memory Lab at the Georgia Institute of Technology. “There’s just no solid evidence.”
（3）That’s not to say brain games are without benefit. Experts say these kinds of mental exercises can change your brain —just not in a way that necessarily slows its aging. The brain changes with just about everything you do, including mental training exercises. But numerous studies have shown that brain games lack what researchers call “transfer”. In other words, repeating a game over and over again teaches you how to play the game and get better at it but not necessarily much else.
（4）“It’s like, you walk through fresh snow, you leave a trace. If you walk the same route again, the trace gets deeper and deeper，” says Ursula Staudinger, director of the Butler Columbia Aging Center at Columbia University. “The fact that structural changes occur [ in the brain ] does not imply that in general this brain has become more capable. It has become more capable of doing exactly the tasks it was practicing. ’’
（5）Brain-game designers, not surprisingly, disagree. Michael Scanlon, chief scientific officer at Lumosity, a large brain-game company, refers to a 2007 study he led as support for his company’s getting into the brain-game business in the first place. “Our basic intention was to release a product that helps people improve cognitive abilities，’’ he says. Scanlon says the re-search, which Lumosity funded and conducted, found that online-based brain training can improve thinking. The small study of 23 people is one of several studies Lumosity has performed, though most have not been peer-reviewed.
（6）As the brain-game industry has grown—revenue topped $1 billion in 2012 and is projected to hit $6 billion by 2020, according to a report from neuroscience market-research firm Sharp Brains—so has the criticism. More than 70 prominent brain scientists and psychologists signed a withering statement on the subject last year. The open letter, organized by the Stanford Center on Longevity and covered by media outlets across the world, argued that claims on behalf of brain games about improved cognition were “frequently exaggerated and at times misleading”. The scientists also laid out criteria that the games would have to meet to convince them of their merit. It ’ s a tough list.
（7）Still, Staudinger allows that brain games do have the benefit of being fun—which may make them a worthwhile way for people of any age to spend time. There? s no question that many consumers have become devoted to them. Lumosity, which offers some games free and a premium membership at a cost, says it reached 50 million members in 2013.
（8）The issue most scientists have with people playing the games frequently is the opportunity cost： you could be doing something else that actually would improve your cognitive ability. Most researchers agree that the activity most clearly proven to slow aging in the brain is aerobic exercise. Other factors that sound scientific research has shown to help an aging brain include healthy dietary choices, regular meditation and learning new things.
（9）As brain games evolve and new, impartial research conducted, it5 s possible that the scientific consensus about their impact on the brain will change. But Engle doesn’t think it’s likely. “ I need fairly substantial evidence that it’s not kind of a gimmick，” he says. “I’m a scientist. ”

Translate the following sentences into Chinese and write the translation on your Answer Sheet.

 (1) It's easy to keep your aging brain as nimble as it was in college. Log on to a website full of brain games or download the right apps, and within 20 minutes you'll be doing your part to sharpen your memory and slow the inexorable decline of your mental functions. At least that's what the companies behind this booming industry would have you believe. But is it true?
(2) Concrete proof about the benefits of brain games is hard to come by, experts say, when it comes to measurably improving aspects of mental fitness, like having a good memory or sound reasoning. "People would really love to believe you could do something like this and make your brain better, make your mind better, "says Randall W. Engle, a primary investigator at the Attention and Working Memory Lab at the Georgia Institute of Technology "There’s just no solid evidence.”
(3)That's not to say brain games are without benefit. Experts say these kinds of mental exercises can change your brain-just not in a way that necessarily slows its aging. The brain changes with just about everything you do, including mental training exercises. But numerous studies have shown that brain games lack what researchers call "transfer" In other words, repeating a game over and over again teaches you how to play the game and get better at it but not necessarily much else.
(4)"It's like, you walk through fresh snow, you leave a trace. If you walk the same route again, the trace gets deeper and deeper," says Ursula Staudinger, director of the Butler Columbia Aging Center at Columbia University. "The fact that structural changes occur [in the brain] does not imply that in general this brain has become more capable. It has become more capable of doing exactly the tasks it was practicing."
(5)Brain-game designers, not surprisingly, disagree. Michael Scanlon, chief scientific officer at Lumosity, a large brain-game company, refers to a 2007 study he led as support for his company's getting into the brain-game business in the first place. "Our basic intention was to release a product that helps people improve cognitive abilities," he says. Scanlon says the research, which Lumosity funded and conducted, found that online-based brain training can improve thinking. The small study of 23 people is one of several studies Lumosity has performed, though most have not been peer-reviewed.
(6)As the brain-game industry has grown-revenue topped $I billion in 2012 and is projected to hit $6 billion by 2020, according to a report from neuroscience market-research firm Sharp Brains--so has the criticism. More than 70 prominent brain scientists and psychologists signed a withering statement on the subject last year. The open letter, organized by the Stanford Center on Longevity and covered by media outlets across the world argued that claims on behalf of brain games about improved cognition were "frequently exaggerated and at times misleading." The scientists also laid out criteria that the games would have to meet to convince them of their merit. It's a tough list.
(7)Still, Staudinger allows that brain games do have the benefit of being fun-which may make them a worthwhile way for people of any age to spend time. There's no question that many consumers have become devoted to them. Lumosity, which offers some games free and a premium membership at a cost, says it reached 50 million members in 2013.
(8)The issue most scientists have with people playing the games frequently is the opportunity cost: you could be doing something else that actually would improve your cognitive ability. Most researchers agree that the activity most clearly proven to slow aging in the brain is aerobic exercise. Other factors that sound scientific research has shown to help an aging brain include healthy dietary choices, regular meditation and learning new things.
(9)As brain games evolve and new, impartial research conducted, it's possible that the scientific consensus about their impact on the brain will change. But Engle doesn't think it's likely. "I need fairly substantial evidence that it's not kind of a gimmick," he says. "I'm a scientist.” 

30.No one expects the public at large to fully understand all discoveries or to be able to arbitrate between possible treatments. 

阅读文章，翻译划线句子。
(1)Why do the Chinese dislike milk and milk products? Why do some nations trace descent through the father, others through the different instincts? Not because they were destined by God or Fate to different habits, not because the weather is different in China and the United States. Sometimes keen common sense has an answer that is close to that of the anthropologist: "Because they were brought up that way." By "culture" anthropology means the total life way of a people, the social legacy the individual acquires from his group. Or culture can be regarded as that part of the environment that is the creation of man.
(2)This technical term has a wider meaning than the "culture"of history and literature. A humble cooking pot is as much a cultural product as is a Beethoven sonata. In ordinary speech a man of culture is a man who can speak languages other than his own, who is familiar with history, literature, philosophy, or the fine arts. In some circles that definition is still narrower. The cultured person is one who can talk about James Joyce, Scarlatti, and Picasso. To the anthropologist, however, to be human is to be cultured. The general abstract notion serves to remind us that we cannot explain acts solely in terms of the biological properties of the people concerned, their individual past experience, and the immediate situation, The past experience of other men in the form of culture enters into almost every event. Each specific culture constitutes a kind of blueprint for all of life's activities.
(3)One of the interesting things about human beings is that they try to understand themselves and their own behavior While this has been particularly true of Europeans in recent times, there is no group which has not developed a scheme or schemes to explain man's actions. To the insistent human question "Why?" the most exciting illumination anthropology has to offer is that of the concept of culture. Its explanatory importance is comparable to categories such as evolution in biology, gravity in physics, disease in medicine. A good deal of human behavior can be understood, and indeed predicted, if we know a people's design for living. Many acts are neither accidental nor due to personal peculiarities nor caused by supernatural forces nor simply mysterious. Even those of us who pride ourselves on our individualism follow most of the times a pattern not of our own making We brush our teeth on arising. We put on pants -not a loincloth or a grass skirt. We eat three meals a day-not four or five or two. We sleep in a bed -not in a hammock or on a sheep pelt. I do not have to know the individual and his life history to be able to predict these and countless other regularities, including many in the thinking process, of all Americans who are not locked up in jails or hospitals for the insane.
(4)To the American woman a system of plural wives seems"instinctively" hateful. She cannot understand how any woman can fail to be jealous and uncomfortable if she must share her husband with other women. She feels it "unnatural"to accept such a situation. On the other hand, a Koryak woman of Siberia. for example, would find it hard to understand how a woman could be so selfish and so undesirous of feminine companionship in the home as to wish to restrict her husband to one mate.
(5)Some years ago I met in New York City a young man who did not speak a word of English and was obviously bewildered by American ways. By "blood" he was an American, for his parents had gone from Indiana to China as missionaries. Orphaned in infancy he was reared by a Chinese family in a remote village. All who met him found him more Chinese than American.The facts of his blue eyes and light hair were less impressive than a Chinese manner of walking, Chinese arm and hand movements, Chinese facial expression, and Chinese modes of thought The biological heritage was American, but the cultural training had been Chinese. He returned to China.
(6) A highly intelligent teacher with long and successful experience in the public schools of Chicago was finishing her first year in an Indian school. When asked how her Navaho pupils compared in intelligence with Chicago youngsters, she replied, "Well, I just don't know, Sometimes the Indians seem just as bright. At other times they just act like dumb animals. The other night we had a dance in the high school. I saw a boy who is one of the best students in my English class standing off by himself So I took him over to a pretty girl and told him to dance. But they just stood there with their heads down. They wouldn't even say anything. "I inquired if she knew whether or not they were members of the same clan. "What difference would that make?"
(7) "How would you feel about getting into bed with your brother?" The teacher walked off in a fit of anger, but, actually the two cases were quite comparable in principle. To the Indians the type of bodily contact involved in our social dancing has a directly sexual connotation. The incest taboos between members of the same clan are as severe as between true brothers and sisters. The shame of the Indians at the suggestion that a clan brother and sister should dance and the indignation of the white teacher at the idea that she should share a bed with an adult brother represent equally nonrational responses, culturally standardized unreason.

29.In an effort to combat misinformation,scientists may overcompensate by accelerating their research,or publicizing their findings prematurely. 

阅读下列文章，并翻译下面每个小题所给的句子。

       (1) When I started working from home some months ago, I had not anticipated the challenges involved.
       (2) The first was to tell people that I am working from home. I’ve had to explain my work arrangement to my neighbors, who wondered why I was raking leaves or shoveling snow in the mid-afternoon. I've described it to door-to-door canvassers, relatives, friends, the gas meter reader, the mail carrier and the parents of children in the kindergarten school yard.
       (3) The people who’ve had the most difficulty in understanding my new work setup are my family. My five-year-old twins, Claire and Alexander, keep asking, with some apprehension, “Daddy, why don’t you go to work?” My response, “But I am working, just from home” completely baffles them and they gaze at me with an expression unique to children: Daddy says the funniest things.”
       (4) The second challenge has been the additional demands, mostly from my wife. Her phone calls from her office invariably begin with the four words I’ve come to dread: “Since you’re at home ...” Her assumption, and that of others, is that since I’m at home between 9 and 5, I can easily take care of last-minute shopping, arrange for deliveries and drop-offs, orchestrate play dates for the twins, and respond to financial, medical, educational and home maintenance matters for our family.
       (5) The result is that by working from home I’ve taken on a host of new duties, in addition to those mandated by my employer. Over the past six months, our home has acquired a new roof - an upgraded electrical system and a long list of interior and exterior home improvements.
       (6) The third and most complex challenge is the expectations of my children. Claire and Alexander seem unable to grasp that having a stay-at-home dad is not the same as having a gainfully employed stay-at-home dad. Invariably they need to consult with me on any disagreement or matter that arises after returning home from their daily 2.5 hours of morning senior kindergarten.
       (7) I imagined that a few words of wisdom from me would quickly settle them back to their routine with our caregiver. However, I came to realize that resolving a dispute over the ownership of a particular pencil is akin to taking a case to the Supreme Court of Canada. It takes a lot of time, and any outcome can and will be appealed.
       (8) The fourth challenge, at first trivial but less so as time passed, is that my basement office, which was to be my sacrosanct work space, became a storage room. My real office (as everyone in my family calls it) at York University is a marvel of cleanliness and organization. My home office which I suppose everyone saw as not being real—is now a warren of not-quite discarded or returned items: boxes of old books and clothes, long-forgotten toys, diseased plants, sports equipment and sundry unused or defective home-repair materials.
       (9) Claire and Alexander see the space as an extension of their playroom, especially suited for hide-and-seek, with the added feature of expensive electronic equipment.
       (10) Over the months, I have met others working from home. We’ve crossed paths at the local coffee shop, seeking human contact after spending hours alone in our respective homes. From them, I learned different strategies.
       (11) One is to act as though you are still working at the “real” office. Those who practice this approach dress in business attire in the morning, carry briefcases and use their BlackBerrys at all times, making it quite clear to everyone in their vicinity that “I’m working, so don’t bother me.” I tried to ask them if this strategy was effective with family members, like young children, but they’ve never given me the opportunity for such idle chatter.
       (12) Although appealing, for me this strategy takes away one of the biggest advantages of working from home. Before starting this arrangement, I had imagined a host of benefits including increased productivity, more flexibility and fewer interruptions.
       (13) In reality, few advantages materialized other than being able to avoid commuting and spending less time on my personal appearance each morning. Therefore, I’m loath to switch from my old sweat pants and sneakers to a tie and suit, or to shave every day, in order to look like I’m working.
       (14) Another strategy is to begin any conversation with “I’m working from home. This ensures the listener, and everyone around, knows. I tried this, but found it had unintended consequences. The follow-up question is always, “What are you working on?” I reply that I am writing a scholarly book on retirement and pension policies in South Korea. This swiftly terminates any conversation and leaves me standing alone.
       (15) I’ll leave this approach for those writing—at home—the next blockbuster Hollywood screenplay.
       (16) The strategy I’ve settled on is what many others working at home also gravitate toward; namely, a vague and generic, “Well, you know, I’m doing some work at home. Any follow-up questions are skillfully deflected by witty observations about the weather, politics or sports. This leaves a mysterious aura around my activities.
       (17) Now that I'm preparing to return to my “real” office next week， the most important lesson I've learned is that when I'm next given the opportunity to work from home, I'll make sure no one knows I'm working ... from home. 

IV.Answer the following essay question in English within 80-100 words.Write your answer on your Answer Sheet.(10 points)
31.How does science influence your life? 

阅读下列文章，并翻译下面每个小题所给的句子。

(1)Toward the end of the nineteenth century, a small group of artists working in France and Germany began to re-evaluate the meaning and function of art. In the preceding century, art had lost many of its traditional functions. It had ceased to be an important method for recording the way things look because that job had been taken over by the camera. Artists now sought to isolate the special province of art, to define its own particular essence. Painters and sculptors joined other intellectuals in questioning classical standards based on rationalized patterns and generalized ideals. The world view of the 1890s had been so altered by the tumultuous changes of the nineteenth century that the cool, orderly classical figure style and static Renaissance compositions no longer seemed appropriate forms of expression.
(2)In 1886 the painter Vincent van Gogh(1853-1890) came from Holland to France, where he produced a revolution in the use of color. He used purer, brighter colors than artists had used before he also recognized that color, like other formal qualities, could act as a language in and of itself. He believed that the local or "real" color of an object does not necessarily express the artist's experience. Artists, according to van Gogh, should seek to paint things not as they are, but as the artists feel them. In Public garden at Arles, the colors of the pathway, the trees, and the sky are all far more intense and pure than the garden's real colors. Thus, van Gogh captures the whole experience of walking alone in the stillness of a hot afternoon.
(3) Practically unknown in his lifetime, van Gogh's art became extremely influential soon after his death in 1890. One of the first artists to be affected by his style was a Norwegian artist named Edward Munch(1863-1944), who discovered van Gogh's use of color in Paris. In The Dance of Life, Munch used strong, simple line and intense color to explore the unexpressed sexual stresses and conflicts that Sigmund Freud's studies were bringing to light. In Germany the tendency to use color for its power to express psychological forces continued in the work of artists known as the German Expressionists.
(4) Alongside the revolution in color, another revolution was occurring in the use of space. Ever since the Renaissance, European artists had treated the outside edges of paintings as window frames. The four sides of a frame bounded an imaginary cube of space--a three dimensional world-in which figures and background were presented. From about 1880 on, Paul Cezanne(1839-1906) explored a new way of expressing the experience of seeing. He sought to create painting with perfectly designed compositions, true both to the subject matter and to his own perceptions. He also wanted to include and build upon tradition.
(5)Between 1909 and 1914, Pablo Picasso( 1881-1973)and Georges Braque (1882-1963) worked together to develop a new style that is called cubism. Like Cezanne, they explored the interplay between the flat world of the art of painting and the three-dimensional world of visual perception. The two worlds influence each other, so that in art as in life, one confuses symbols or painted representations with the objects in the real world for which they stand. This observation about experience is explicit in a cubist work like The Violin. Illustrations of fruit cut from an actual book are pasted in the corner. These sheets are real objects introduced into a drawing or symbol, but the illustrations are also printed reproductions of drawings that were based on real fruit.
(6)In a typical Renaissance or baroque painting, objects are set inside an imaginary block of space, and they are represented from a single stationary point of view. A cubist work is constructed on a different system, so that it re-creates the experience of seeing in a space of time. One can only know the nature of a volume by seeing it from many angles. Therefore, cubist art presents objects from multiple viewpoints. Furthermore, vision is conditioned by context, memories, and events in time. In The violin, some of the words cut from real newspapers refer ironically to an artist's life. The numerous fragmentary images of cubist art make one aware of the complex experience of seeing.
(7)The colors used in early cubist art are deliberately banal, and the subjects represented are ordinary objects from everyday life. Picasso and Braque wanted to eliminate eye-catching color and intriguing subject matter so that their audiences would focus on the process of seeing itself.
(8)Throughout the period from 1890 to 1914, avant-garde artists were de-emphasizing subject matter and stressing the expressive power of such formal qualities as line, color, and space. It is not surprising that some artists finally began to create work that did not refer to anything seen in the real world. Piet Mondrian( 1872-1944), a Dutch artist, came to Paris shortly before World War I. There he saw the cubist art of Picasso and Braque. The cubists had compressed the imaginary depth in their paintings so that all the objects seemed to be contained within a space only a few inches deep. They had also reduced subject matter to insignificance. It seemed to Mondrian that the next step was to eliminate illusionistic space and subject matter entirely. His painting Composition 7, for example, seems entirely flat.
(9)Mondrian, like several other early masters of modern art, was a philosophical idealist. He held that the objects of perception are actually manifestations of another independent and changeless realm of essences. Art, he believed should take its audience beyond the world of appearances into the other, more real" reality. Logically, he eliminated from his paintings any references to the visible world.
(10)The revolution in art that took place near the turn of the twentieth century is reverberating still. After nearly a hundred years, these masters of modern art continue to inspire their audiences with their passion and vision. 

Translate the following sentences into Chinese and write the translation on your Answer Sheet.

(1) The man had never believed in mere utility.
(2) Having had no useful work, he indulged in mad whims. He made little pieces of sculpture—men, women and castle, quaint earthen things dotted over with sea-shells. He painted. Thus he wasted his time on all that was useless, needless. People laughed at him. At times he vowed to shake off his whims, but they lingered in his mind.
(3) Some boys seldom ply their books and yet pass their tests. A similar thing happened to this man. He spent his earth life in useless work and yet after his death the gates of Heaven opened wide for him.
(4) But mistakes are unavoidable even in Heaven. So it came to pass that the aerial messenger who took charge of the man made a mistake and found him a place in Workers’ Paradise.
(5) In this Paradise you find everything except leisure.
(6) Here men say: “God! We haven’t a moment to spare.” Women whisper: “Let’s move on, time’s a-flying.” All exclaim: “Time is precious.” “We have our hands full, we make use of every single minute,” they sigh complainingly, and yet those words make them happy and exalted.
(7) But this newcomer, who had passed all his life on Earth without doing a scrap of useful work, did not fit in with the scheme of things in Workers’ Paradise. He lounged in the streets absently and jostled the hurrying men. He lay down in green meadows, or close to the fast flowing streams, and was taken to task by busy farmers. He was always in the way of others.
(8) A hustling girl went every day to a silent torrent (silent, since in the Workers’ Paradise even a torrent would not waste its energy singing) to fill her pitcher.
(9) The girl’s movement on the road was like the rapid movement of a skilled hand on the strings of a guitar. Her hair was carelessly done; inquisitive wisps stooped often over her forehead to peer at the dark wonder of her eye.
(10) The idler was standing by the stream. As a princess sees a lonely beggar and is filled with pity, so the busy girl of Heaven saw this one and was filled with pity.
(11 ) “A—ha !” she cried with concern. “You have no work in hand, have you?”
(12) The man sighed, “Work! I have not a moment to spare for work.”
(13) The girl did not understand his words, and said: “I shall spare some work for you to do, if you like.”
(14) The man replied: “Girl of the silent torrent, all this time I have been waiting to take some work from your hands.”
(15) “What kind of work would you like?”
(16) “Will you give me one of your pitchers, one that you can spare?”
(17) She asked: “A pitcher? You want to draw water from the torrent?”
(18) “No, I shall draw pictures on your pitcher.”
(19) The girl was annoyed.
(20) “Pictures, indeed! I have no time to waste on such as you. I am going.” And she walked away.
(21) But how could a busy person get the better of one who had nothing to do? Every day they met, and every day he said to her: “Girl of the silent torrent, give me one of your clay pitchers. I shall draw pictures on it.”
(22) She yielded at last. She gave him one of her pitchers. The man started painting. He drew line after line; he put color after color.
(23) When he had completed his work, the girl held up the pitcher and stared at its sides, her eyes puzzled. Brows drawn, she asked: “What do they mean, all those lines and colors? What is their purpose?”
(24) The man laughed.
(25) “Nothing. A picture may have no meaning and may serve no purpose.”
(26) The girl went away with her pitcher. At home, away from prying eyes, she held it in the light, turned it round and round and scanned the painting from all angles. At night she moved out of bed, lighted a lamp and scanned it again in silence. For the first time in her life she had seen something that had no meaning and no purpose at all.
(27) When she set out for the torrent the next day, her hurrying feet were a little less hurried than before. For a new sense seemed to have wakened in her, a sense that seemed to have no meaning and no purpose at all.
(28) She saw the painter standing by the torrent and asked in confusion: “What do you want of me?”
(29) “Only some more work from your hands.”
(30) “What kind of work would you like?”
(31) “Let me make a colored ribbon for your hair,” he answered.
(32) “And what for?”
(33) “Nothing.”
(34) Ribbons were made, bright with colors. The busy girl of Workers’ Paradise had now to spend a lot of time every day tying the colored ribbon around her hair. The minutes slipped by, unutilized. Much work was left unfinished.
(35) In Workers’ Paradise work had of late begun to suffer. Many persons who had been active before were now idle, wasting their precious time on useless things such as painting and sculpture. The elders became anxious. A meeting was called. All agreed that such a state of affairs had so far been unknown in the history of Workers’ Paradise.
(36) The aerial messenger hurried in, bowing before the elders and made a confession.
(37) “I brought a wrong man into this Paradise,” he said. “It is all due to him.”
(38) The man was summoned. As he came the elders saw his fantastic dress, his quaint brushes, his paints, and they knew at once that he was not the right sort for Workers’ Paradise.
(39) Stiffly the President said: “This is no place for the like of you. You must leave.”
(40) The man sighed in relief and gathered up his brush and paint. But as he was about to go, the girl of the silent torrent came up tripping and cried: “Wait a moment. I shall go with you.”
(41) The elders gasped in surprise. Never before had a thing like this happened in Workers’ Paradise—a thing that had no meaning and no purpose at all.

Translate the following sentences into Chinese and write the translation on your Answer Sheet.

Translate the following sentences into Chinese and write the translation. 

    (2) The effect of the indulgence of this human affection is a certain friendly excitement. In poetry, and in common speech, the emotion of kindness and satisfaction which are felt towards others are likened to the material effect of fire; so swift, or much swift, more active, more cheering, are those fine inward irradiation. From the highest degree of passionate love, to the lowest degree of goodwill, they make sweetness of life.
    (3) Our intellectual and active powers increase with our affection. The scholar sits down to write, and all his years of meditation do not equip him with one good thought or happy expression: but it is necessary to write a letter to a friend—and forthwith troops of gentle thought invest themselves. On every hand, with chosen words.
    (4) See, in any house where virtue and self-respect wait, the excitement which the approach of a stranger causes. A commended stranger is expected and announced, and uneasiness between pleasure and pain invades all the hearts of a household. His arrival almost brings fear to the good hearts that would welcome him. The house is dusted; all things fly into their places, the old coat is exchanged to the new, and they must get up a dinner if they can. Of a commended stranger, only the good report is told by others, only the good and new is heard by us. He stands to us for humanity. He is what we wish. Having imagined and invested him, we ask how we should stand related in conversation and action with such a man, and are uneasy with fear. The same idea exalts conversation with him. We talk better than we often do. We have the nimblest fancy, a richer memory, and our dumb devil has taken leave for the time. For long hours we can continue a series of sincere, graceful, rich communication, drawn from the oldest secret experience, so that they who sit by, of our own kinsfolk and acquaintance, shall fed a lively surprise at our unusual powers. But as soon as the stranger begins to intrude his partialities, his definitions, his defects, into the conversation, it is all over. He has heard the first, the last and best he will ever hear from us. He is no more stranger now. Vulgarity, ignorance, misapprehension are old acquaintances. Now, when he comes, he may get the order, the dress, and the dinner, —but the throbbing of the heart, and the communications of the soul, no more.
    (5) What is so pleasant as these streams of affection which make a young world for me again? What so delicious as a just and firm encounter of two, in a thought, in a feeling? How beautiful, on their approach to this beating heart the steps and forms of the gifted and true! The moment we indulge our affections, the earth is transformed; there is no winter, and no night: all tragedies, all boredom, vanish—all duties even; nothing fills the proceeding eternity but the forms all radiant of beloved persons. Let the soul be assured that somewhere in the universe it should rejoin its friend, and it would be content and cheerful alone for a thousand years.
    (6) I awoke this morning with devout thanksgiving for my friends, the old and the new. Shall I not call God the beautiful, who daily shows himself so to me in his gifts? I chide society. I embrace solitude, and yet I am not so ungrateful as not to see the wise, the lovely, and the noble-minded, as from time to time they pass my gate. Who hears me, who understands me, becomes mine, a possession for all the time? Nor is nature so poor but she gives me this joy several times, and thus we weave social threads of our own, a new web of relation; and as many thoughts in succession substantiate themselves, we shall by and by stand in a new world of our creation, and no longer strangers and pilgrims in a traditional globe. 

阅读文章，翻译下列句子。

Translate the following sentences into Chinese and write the translation on your Answer Sheet.

Translate the following sentences into Chinese and write the translation.

     (1) A rift is growing between government and higher education, with debates over funding, missions and accountability.
     (2) In that context, it is all the more worth watching Indiana Governor Mitch Daniels, who assumes the presidency of Purdue University on January 14. Other governors have become college presidents. Some, like Tom Kean, have been very successful. However, Daniels—who brings to the job an unusual blend of leadership experiences in government at the state and national level, public policy, business, and now academe—is coming to office at a time of unusual tension.
     (3) Governors increasingly characterize the rising costs of higher education and its limited access as unsustainable. Many find it imperative that universities increase their productivity, affordability, access, graduation rates, and accountability. In contrast, university presidents say that quality, not cost, is the real issue in an era in which excellence in higher education is more urgent than ever before in history. The question, academic leaders say, should not be the price of college, but who pays, criticizing government for disinvesting in higher education. Bottom line: Between the governors and the presidents, there is increasingly little if any common ground other than recognizing the importance of higher education. They have entirely different views of the problem, no agreement on responsibility, and nothing in the way of a shared solution.
     (4) In his first public action as president of Purdue, Daniels has bridged the chasm with a salary package that incorporates the goals of both the governors and the presidents. He did this in two ways. The first was conciliatory, eliminating the red flag that sets off both government and the academy: He rejected presidential salary inflation. His salary package is smaller than his predecessor’s, placing him tenth among the 12 Big Ten university presidents in terms of salary. There is no deferred compensation.
     (5) Second, and more importantly in terms of national models, is that Governor Daniels asked for a salary based upon achieving his goals for the university. The package is divided into two buckets—base salary and bonus. The bonus is tied to graduation rates, affordability, student achievement, philanthropic support, faculty excellence, and strategic program initiatives. In establishing this bonus system, Daniels married traditional notions of academic quality—as measured by excellence in faculty, programs and resources—with an equal emphasis on effective outcomes and price controls: graduation rates, affordability, and student achievement.
     (6) In so doing, Daniels has demonstrated his belief that there is common ground to be found between the university and government. The choice is not quality or effectiveness, not excellence or affordability; the future of higher education is not a zero-sum game in which one side wins and the other loses. Rather, he believes it is possible to balance the seemingly conflicting goals of government and higher education.
     (7) Daniels is not the first president to have his salary tied to achieving institutional goals, but he is probably the most visible. Moreover, although Daniels is renouncing involvement in partisan politics as he enters the Purdue presidency, he is a former Republican governor and party leader known as a frugal fiscal conservative. Historically, the divisions have been greater between Republicans and the academy than has been the case with Democrats. In a very real sense, what Daniels has chosen to do is somewhat akin to Nixon going to China. He has undertaken an experiment to be closely watched. If successful, he will have established a potential model for the country.
     (8) Typically, presidents reserve such powerful statements for their inaugural addresses. Though such addresses are sincere in intent—I can vouch for that, as someone who has given two and listened to many more—they are generally aspirational; they articulate hopes and dreams for what an institution can become. Daniels has already done something very different. He is putting himself on the line in a very public fashion. Year after year his salary will be determined by his success. And perhaps even more importantly, his success or failure will be public when his board announces the size and rationale for his bonus.
     (9) It’s a bold step—and Governor Daniels should be applauded for taking it. 

阅读文章，翻译下列句子。

阅读文章，翻译下列句子。
(1) “During the whole of a dull, dark and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of the evening drew on, within view of the melancholy House of Usher.” Thus Edgar Allan Poe opened his story of “The Fall of the House of Usher” in 1839. In this beautifully crafted sentence he captured so much that is essential to the horror story—darkness, ominous solitude, foreboding calm, apprehension and uncertainty, and a deep feeling of melancholy that could soon turn to fear.
(2) Many kinds of fiction are self-explanatory: mysteries, westerns, love stories, spy thrillers, and science fiction define themselves by the terms used to name them. The horror story is less easily defined, perhaps because other types of fiction so often use the trappings of terror to enhance their plots. Charles Dickens used the vehicle of an old-fashioned ghost Story to tell “A Christmas Carol”, but that book is not a horror story. Nor does a Grimm brothers fairy tale such as “Hänsel and Gretel,” with its child-devouring witch, belong to the genre.
(3) The nature of the horror story is best indicated by the title of the 1990s television series Tales from the Dark Side. Human beings have always acknowledged that there is evil in the world and a dark side to human nature that cannot be explained except perhaps in religious terms. This evil may be imagined as having an almost unlimited power to inspire anxiety, fear, dread, and terror in addition to doing actual physical and mental harm.
(4) In the tale of horror quite ordinary people are confronted by something unknown and fearful, which can be neither understood nor explained in reasonable terms. It is the emphasis on the unreasonable that lies at the heart of horror stories.
(5) This kind of literature arose in the 18th century at the start of a movement called Romanticism. The movement was a reaction against a rational, ordered world in which humanity was basically good and everything could be explained scientifically. The literary type that inspired the horror story is Gothic fiction, tales of evil, often set in sinister medieval surroundings. This original kind of horror fiction has persisted to the present. An early 20th-century master of the type was H.P. Lovecraft, most of whose stories appeared in the magazine Weird Tales. A more recent writer was Stephen King, author of Carrie (1974), The Shining (1977), Pet Sematary (1984), Misery (1987), and Rose Madder (1995).
(6) Much horror literature is grounded in superstition, fear of demons, and the dread of death. No single tale brings all of these elements together so well as the vampire legend, an ancient folk superstition. The vampire is described as undead, an entombed individual who rises each night to feed on the blood of the living. In literature its best representation is Dracula (1897) by Bram Stoker. The legend was retold in Interview with the Vampire (1976) by Anne Rice. The Dracula story was eagerly taken up by Hollywood in the 1931 film that starred Bela Lugosi, and numerous movies on the theme have been made since.
(7) Similar to the vampire legend is the story of the wolfman, the human being under a curse who turns into a half man, half wolf presumably when the moon is full. This creature prowls around, devouring animals, people, or corpses, but he returns to human form by day. As with Dracula, the wolfman became a popular subject for movies, beginning with The Werewolf of London (1935) and the wolfman films of the 1940s. According to one superstition the werewolf, after being killed, turns into a vampire.
(8) The belief that the dead can return to haunt and harm the living has long been an element of fiction. Ghost stories are at least as old as the Bible: in the Old Testament, King Saul calls up the ghost of Samuel to foretell the outcome of a battle. In Shakespeare’s Hamlet, the ghost of the slain king provides the information from which Hamlet plots revenge for his father’s murder. One of the masters of the modern ghost story was Ambrose Bierce, some of whose stories were collected in Ghost and Horror Stories of Ambrose Bierce (1964). A variation on the ghost theme is the haunted house, about which hundreds of stories have been written.
(9) Between the vampires and the ghosts are creatures called the living dead and zombies who return from the grave to devour the living. Hollywood celebrated this story in Night of the Living Dead (1968) and other films. In literature one of the best examples is the intriguing book The Beast with Five Fingers (1928; film version 1946) by W.F. Harvey. It is the story of a severed hand that goes on living after its owner dies. The movie Friday the 13th (1980) and its sequels also used the revived corpse as villain. In the 1986 film Trick or Treat, a dead rock music star is called back to life.

阅读下列文章，并翻译下面每个小题所给的句子。

(1) Freedom’s challenge in the Atomic Age is a sobering topic. We are facing today a strange new world and we are all wondering what we are going to do with it. What are we going to do with one of our most precious possessions, freedom? The world we know, our Western world, began with something as new as the conquest of space.
(2) Some 2,500 years ago Greece discovered freedom. Before that there was no freedom. There were great civilizations, splendid empires, but no freedom anywhere. Egypt, Babylon, Nineveh, were all tyrannies, one immensely powerful man ruling over helpless masses. In Greece, in Athens, a little city in a little country, there were no helpless masses, and a time came when the Athenians were led by a great man who did not want to be powerful. Absolute obedience to the ruler was what the leaders of the empires insisted on. Athens said no, there must never be absolute obedience to a man except in war. There must be willing obedience to what is good for all. Pericles, the great Athenian statesman, said: “We are a free government, but we obey the laws, more especially those which protect the oppressed, and the unwritten laws which, if broken, bring shame.”
(3) Athenians willingly obeyed the written laws which they themselves passed, and the unwritten, which must be obeyed if free men live together. They must show each other kindness and pity and the many qualities without which life would be intolerable except to a hermit in the desert. The Athenians never thought that a man was free if he could do what he wanted. A man was free if he was self-controlled. To make yourself obey what you approved was freedom. They were saved from looking at their lives as their own private affair. Each one felt responsible for the welfare of Athens, not because it was imposed on him from the outside, but because the city was his pride and his safety. The creed of the first free government in the world was liberty for all men who could control themselves and would take responsibility for the state. This was the conception that underlay the lofty reach of Greek genius.
(4) But discovering freedom is not like discovering atomic bombs. It cannot be discovered once for all. If people do not prize it, and work for it, it will depart. Eternal vigilance is its price. Athens changed. It was a change that took place unnoticed though it was of the utmost importance, a spiritual change which penetrated the whole state. It had been the Athenians’ pride and joy to give to their city. That they could get material benefits from her never entered their minds. There had to be a complete change of attitude before they could look at the city as an employer who paid her citizens for doing her work. Now instead of men giving to their state, the state was to give to them. What the people wanted was a government which would provide a comfortable life for them; and with this as the foremost object, ideas of freedom and self-reliance and responsibility were obscured to the point of disappearing. Athens was more and more looked on as a cooperative business possessed of great wealth in which all citizens had a right to share.
(5) She reached the point when the freedom she really wanted was freedom from responsibility. There could be only one result. If men insisted on being free from the burden of self-dependence and responsibility for the common good, they would cease to be free. Responsibility is the price every man must pay for freedom. It is to be had on no other terms. Athens, the Athens of Ancient Greece, refused responsibility, she reached the end of freedom and was never to have it again.
(6) But, “the excellent becomes the permanent,” Aristotle said. Athens lost freedom forever, but freedom was not lost forever for the world. A great American statesman, James Madison, in or near the year 1776 A.D. referred to “the capacity of mankind for self-government”. No doubt he had not an idea that he was speaking Greek. Athens was not in the farthest background of his mind, but once a great and good idea has dawned upon man, it is never completely lost. The Atomic Age cannot destroy it. Somehow in this or that man’s thought such an idea lives though unconsidered by the world of action. One can never be sure that it is not on the point of breaking out into action, only sure that it will do so sometime.