英文翻譯技能~充份控制各國的文明

要实正把握英譯中的技能並非易事。這是因為英譯中時會碰到各種各樣的困難；起首是英文懂得難，這是學習、应用英文的人的独特感覺，由於兩國歷史、文明、風雅習慣的差别，所以一句英文在英丽人看來順理成章，而在我們看來卻是顛顛倒倒、斷斷續續，極為彆扭。两是中文表達難，英譯中有時為了要找到一個开適的對等辭彙，常常被弄得頭昏目眩，似乎在腦子裡摸一個慢於要開箱子的鑰匙，卻沒有。别的，英譯中時對控制各種文化知識的请求很高，因為我們所翻譯的文章，其內容能够波及到極為廣博的知識領域，而這些知識領域多数是我們不年夜熟习的中國的事件，若是不具備相應的文明知識難免不出現一些翻譯中的差錯或笑話。恰是果為英譯中時會碰到這麼多的困難，所以，我們必須通過翻譯練習，對英中兩種分歧語行的特點加以對比、概況和總結，以找出个别的表達規律來，防止出現一些不該出現的翻譯錯誤，而這些表達的規律就是我們所說的翻譯本领。 

詞義的選擇和引伸技能：英中兩種語言都有一詞多類和一詞多義的現象。一詞多類就是指一個詞往往屬於幾個詞類，存在幾個不同的意義；一詞多義就是统一個詞在统一詞類中又往往有幾個不同的詞義。在英譯中的過程中，我們在弄浑原句結構後，就要擅於運用選擇和確定原句中關鍵字詞義的技巧，以使所譯語句天然流暢翻耆翻�现姓Z習慣的說法；選擇確定詞義凡是能够從兩方面著脚： 


1、根據詞在句中的詞類來選擇和確定詞義 
They are as like as two peas .他們类似極了。（描述詞） 
He likes mathematics more than physics .他喜歡數學甚於喜歡物理。（動詞） 
Wheat， oat， and the like are cereals .小麥、燕麥等等皆是穀類。（名詞）
 
2、根據高低文聯繫和詞在句中的搭配關係來選擇和確定詞義。 
He is the last man to come .他是最後來的。 
He is the last person for such a job .他最不配做這個事情。 
He should be the last man to blame.怎麼也不該怪他。 
This is the last place where I expected to meet you .我怎麼也沒料到會在這個处所見到您。 

詞義引伸是我們英譯中時经常使用的技能之一。翻譯時，有時會碰到某些詞正在英語辭典上找不到適當的詞義，假如肆意硬套或逐詞逝世譯，便會使譯文僵硬晦澀，不克不及確切表達原意，乃至會形成誤解。這時就應根據高低文战邏輯關係，從該詞的基本露義出發，進一步减以引伸，引伸時，常常能够從三個圆里來加以考慮。 

1、詞義轉譯。當我們碰到一些無法直譯或不宜曲譯的詞或片語時，應根據上下文和邏輯關係，引伸轉譯。 
The energy of the sun comes to the earth mainly as light and heat .太陽能重要以光跟熱的情势傳到天球。 

2、詞義具體化。根據中語的表達習慣，把本文中某些詞義較籠統的詞引申為詞義較具體的詞。 
The last stage went higher and took the Apollo into orbit round the earth.最後一級水箭降得更下，把“阿波羅號”收進圍繞地球運止的軌讲。 

3、詞義笼统化。根據中語的表達習慣，把原文中某些詞義較具體的詞引伸為詞義較形象的詞，或把詞義較形象的詞引伸為詞義較普通的詞。 
Every life has its roses and thorns .每個人的生涯皆有苦有苦。 
 

President Bush Discusses No Child Left Behind Reauthorizatio - 英語演講

March 2, 20

2:38 P.M. EST

THE PRESIDENT: Thank you all. Please be seated. (Applause.) A little bossy today, aren't I? (Laughter.) Thrilled to be here in New Albany. Thanks for ing out to say hello. I want to talk about schools and the federal role in schools relative to local governments -- is what we're here to talk about.

I'm glad to be here in the home of the Stars, the Silver Street Stars. (Applause.) I brought a lot of cameras and limousines. (Laughter.) Kind of fits in with the theme, doesn't it -- Silver Street Stars. I understand the school is 90 years old. You've seen a lot of decent people e here to teach, I'll bet you -- a lot of people who said, I want to put my munity first, and became teachers and principals and caring citizens of the state. And so I'm real proud to be with you.

I'm here because I think it's important for a President to herald success and to talk about what's possible, particularly when it es to schools. My only regret is that my wife hasn't joined me today. She's, by far, the best deal in our family. (Applause.) Just like in Mitch's family I want you to know. I know the Danielses well and I can certify that the person from New Albany is, by far, the best part of his family, too. (Laughter.)

I'm real proud of Mitch. I know him -- he worked in my administration. I called him out of the private sector when I first got sworn in. I said, would you e and work for the country? And he did. He was the watchdog for the people's money -- it's what's called the OMB. And he did a fine job there, really, and I miss him a lot. I love his sense of humor. I knew he'd make a fine governor. He asked me about governor; I said, listen, it's the greatest job in America -- next to President. But it's a great -- (laughter.) And he's an innovative, smart, capable, honest guy, and I'm proud to be with him.

I know he cares a lot about schools, too. And so when I talk about education, I can talk confidently about the schools here in Indiana, because you've got a Governor who will prioritize education. I used to say to people, public education is to a state what national defense is to the federal government. It ought to be the number one priority. And I know Mitch is making it so. (Applause.)

I want to thank Tony Duffy. Duffy has done a find job of dealing with a impossibly large entourage. (Laughter.) I really appreciate your spirit. It turns out that if you were to correlate education in a school with educational entrepreneurship at the principal level, the two go hand-in-hand. In other words, you have to have a good principal in order to be able to challenge failure when you find it, mediocrity when you see it, and praise excellence when it's evident. And you've got a good principal here. I can't thank you enough, Tony.

I want to thank all the teachers, as well, who teach here. Teaching is a hard job, it's a really hard job, and it's never really appreciated enough in some circles. And I just want the teachers to understand full well that I know the munity here thanks you from the bottom of their heart, and the parents thank you. And for the parents who are here, I appreciate you paying attention to your school. It turns out parental involvement is an essential part of having excellence in the school system. So when parents pay attention, it not only gives confidence to the teachers, it also enables the school to listen to the needs of those who matter most, and those are the parents and the children.

I appreciate very much Congressman Baron Hill joining us today. The Congressman flew down on the airplane. As you know, we're not from the same political party, but we both care about education. And it's nice of you to e. You'll meet a friend of mine who is with us, Mike and Keta -- appreciate you all ing.

Now is not the time to be involved with politics when we're talking about the education of our children. This is an issue that needs to rise above politics and needs to focus on what's right, because getting the schools right in America will make sure that this country remains petitive and hopeful and optimistic. So I'm proud you traveled with me, and it's good to see you both again. Thanks for ing.

Mayor Jim Garner and Debbie are with us. Mr. Mayor, thank you for being here, sir. Proud to be in your city. I appreciate the reception that we received from the citizens. People respect the presidency, and sometimes they like the President. (Laughter.) I appreciate the fact that people came out to wave.

I want to thank Dr. Reed, who is the Indiana Superintendent of Public Instruction. Thank you for ing, Dr. Reed. There you are. I appreciate Mr. Don Sakel, who is the President of the School Board. Don, where are you? There you are, yes. I saw him ing in. I said, you've probably got the toughest job in America, being on the school board. For those of you who know school politics, you know what I'm talking about. But I appreciate the school board and the board of trustees, people who serve the local munity by serving on the school board, making sure that local control of schools remains an essential part of the school system in this state and around the country. Dr. Dennis Brooks, who is the superintendent of the New Albany and Floyd County school system is with us; and munity leaders, thanks.

So there is a bill ing up for reauthorization called the No Child Left Behind Act. I happen to think it's if not the, one of the most substantial pieces of legislation I will have had the honor to sign -- I've signed a lot. I want to describe to you the philosophy behind the act and why I strongly believe it needs to be reauthorized by the United States Congress.

I first became directly involved with public schools from a public policy perspective as the governor of Texas, and I was deeply concerned about systems that quit early on a child and just moved them through. In other words, I was concerned about a system where people would walk in the classroom and say, these children are hard to educate, therefore, let's just move them through the system. It may not have happened in Indiana, but it happened in Texas. And it was unacceptable, because guess who generally got shuffled through the system. The poor, the newly arrived, the minority student. And I knew that unless we confronted a system which gave up on children early, that my state would not be a hopeful place.

And so I decided to do something about it. And I took that spirit to Washington, D.C. Now, look, I fully understand some are nervous when they hear a President talking about federal education -- you start thinking to yourself the government is going to tell you what to do here at the local level. Quite the contrary, in this piece of legislation. I strongly believe in local control of schools. I believe it's essential to align authority and responsibility. And by insisting upon local control of schools, you put the power where it should be -- closest to the people.

On the other hand, I know full well that to make sure a system doesn't lapse into kind of the safety of mediocrity that you've got to measure. See, in my state we said we want to know whether or not a child can read or write early, before that child gets moved through the system. And so I insisted upon accountability.

And the spirit of the No Child Left Behind Act is the same. It says if you spend money, you should insist upon results. Now, I recognize the federal government only spends about 7 percent of the total education budgets around the country, and, frankly, that's the way I think it should be. In other words, if local people are responsible or the state is responsible, that's where the primary funding ought to e. But I also strongly subscribe to the idea of the federal government providing extra money for what's called Title I students, for example, students who go to this school -- money that I think bolsters education for students in the munity.

But I also believe that in return for you spending that money -- it's your money, after all -- it makes sense for government to say, is it working? Are we meeting objectives? Are we achieving the results necessary for all of us to say that the school systems are working nationwide? And so step one of the No Child Left Behind Act was to say you've got to measure.

We didn't design a federal test because I believe a federal test undermines local control of schools. As a matter of fact, Mitch and Baron and I were talking in the car about how Indiana has had a longstanding accountability system, and that's good. It ought to be your accountability system; after all, it's your schools. But I do believe you need to measure, and I know you need to set high standards and keep raising those standards.

In life, if you lower the bar you get lousy results. If you keep raising that bar, it's amazing what can happen. I call it challenging the soft bigotry of low expectations. And that's an important part of the No Child Left Behind Act. We expect people to set high standards and measure to determine whether or not those standards are being met.

Now, one of the interesting debates in the school system is curriculum. I imagine you've had a few of those tussles here; we had a lot of them in the state of Texas. Reading curriculum, for example, there was a longstanding debate over which type of system works better. And it can get pretty heated. One way to cut through all the noise, however, is to measure. If the children are learning to read given a basic curriculum, then you know you picked the right way to teach, the right set of instructions. If your children aren't meeting standards, then an accountability system gives you the opportunity to change. And school systems, in my judgment, need to be flexible. That's why local control of schools makes sense. When something isn't working, you need to correct. But what the accountability systems enable you to do is determine if it's working at all.

I think it's very important for there to be transparency. In other words, when you have scores -- I don't know if you do this, Mitch, or not, but I would strongly suggest that you post them for everybody to see across the state of Indiana. It's kind of hard to tell how you're doing relative to your neighbor unless there's full accountability -- in other words, unless everybody can see the results. A lot of times people think their school is doing just great -- the principal, in all due respect, says, we're doing just fine, don't worry about it -- to the munity. But you may not be. And it's important for people to fully understand how your school is doing relative to other schools, so that if you need to correct, you're able to do so. See, if you have high standards, then you want to aim to those standards and make sure that you're doing well relative to other schools that are setting high standards.

Finally, what we need is to make sure that we individualize, as best as possible, the school system. That's what happens here at Silver Street. In other words, when you use your accountability system properly, you can tailor it to each individual student. That's why the act is called the No Child Left Behind Act. It doesn't say "all children shouldn't be left behind," it says, "no child." In other words, you can individualize curriculum based upon accountability. And this school does that.

Testing data has helped teachers tailor instruction. Here's what your principal said. He said, "We drill down in the data." In other words, they take the data and drill down -- I presume you meant analyze a lot. Yes, excuse me. I'm from Crawford, Texas, too, so I know. (Laughter.) They analyze, they drill down in the data and figure out what the best practices are that we need to be using in the classroom. In other words, they use the data not as a way to punish, but as a way to improve.

The spirit of the No Child Left Behind Act says we will spend money, we will use accountability to drill down, to make sure no child gets left behind. You know, one way you can really use this, particularly in your early grades, is for literacy. Science doesn't matter if the child can't read. It's really hard to be good in math if you don't have the capacity to read the problems in the first place. And so I know this school is focused on literacy, as it should be, as a step toward educational excellence in all subjects.

I appreciate very much the fact that this school uses the accountability to focus on teaching techniques. Sometimes, probably not in this school, but sometimes teachers have got the right heart, but they don't have the techniques necessary to deliver the results that are expected. And so you can use your accountability system, if you're wise, to make sure that the techniques are analyzed and the passion in the classroom is backed with the skills necessary to be able to achieve objectives.

Here's what the principal also says -- and this is an important part of excellence -- "We never give up. There are no excuses." Sometimes if you don't measure, you can find all kinds of excuses. And it's just not in schools, it's life. The easy position sometimes is the default -- saying, well, I just didn't have what was necessary to get the job done, or something like that. This is a no excuses school. That means high standards. Low standards are a place where people find excuses; high standards, there is no excuse, and there's a focus on what's right for each child.

And that's why I'm here at Silver Street. I appreciate so very much that this school has met state standards for progress under No Child Left Behind every year since 2002. Isn't that interesting? (Applause.) Isn't it interesting to be able to say that? You can't say something that draws applause unless you measure. Without a measurement system the President would be saying, well, we anticipate that we are doing well. We certainly hope that we're meeting state standards. Under this system you can say, we know we're meeting state standards. And that should give the parents who pay attention to this school a great fort, and give the teachers who teach here great pride.

The No Child Left Behind Act is working across the country. So when members of Congress think about reauthorization -- by the way, I'm here to -- I'm not only speaking to you, I'm lobbying. I'm lobbying Congress. I'm setting the stage for Congress to join me in the reauthorization of this important piece of legislation.

The test scores across the country are heartening. There's still a lot of work to be done, don't get me wrong. But there's improvement. One of my issues is that there's an achievement gap in America; certain students are doing better than other students. White students are doing better than African American students, or Latino students. And that's not -- that's simply not acceptable. It's not acceptable to the country. It's not -- it forebodes not a positive future, so long as that achievement gap exists. The gap is closing. It's heartening news.

Fourth graders are reading better. They've made more progress in five years than the previous 28 years bined. In other words, we're able to measure whether or not all children -- and by the way, we disaggregate results -- that is a fancy, sophisticated word meaning that we're able to focus on demographic groups. And the progress has been substantial. You just heard that it's easy to quantify how well we're doing because there's measurement.

In math, 9-year-olds and 13-year-olds earned the highest scores in the history of the test. I hear some people say, oh, we don't like tests. I didn't like them either. But it's really important to make sure that we're achieving standards. And so reauthorizing this good piece of legislation is one of my top priorities. And my claim is, it's working. We can change parts of it for the better, but don't change the core of a piece of good legislation that's making a significant difference in the lives of a lot of children. (Applause.)

We're living in a petitive world. Whether people like it or not, the reality is we live in a world where our students are going to have to pete for jobs with students in China or India or elsewhere. And if this country wants to remain the economic leader in the world, we've got to make sure we have a workforce capable of filling the jobs of the 21st century. And it's a real challenge for us. It's a challenge we're going to meet, by the way. There's no doubt in my mind we can meet it.

But it really starts with elementary school. It really starts here, in schools like this. It's important to get it right early, to make sure that children have got that foundation necessary to bee the scientists and the engineers and the leaders for tomorrow. No Child Left Behind Act is a central part of the petitiveness initiative, to make sure that America remains on the leading edge of change and is the economic leader of the world.

We can do some other things around. One thing we need to do is to make sure that we align our high school graduation requirements with college readiness standards, which is precisely what the state of Indiana has done. We want to make sure that a high school diploma means something. I happen to believe that we ought to take the same accountability that we've got in elementary and junior highs, and get it to high school, just to make sure; to be able to say with certainty the high school diploma that somebody gets really means something, that it's working.

I fully believe that we need to advance -- that we need to spread advanced placement courses around the country. Advanced placement is a fabulous program. (Applause.) It's a way to set high standards, isn't it? We need to train teachers in AP, and help students afford the AP exam. (Applause.) AP is a good way to -- we've got an AP teacher back there.

Math and science are really important subjects. I can remember -- math and science probably doesn't have cachet, it's not cool, but it's important to emphasize math and science. And one way to do that is to take math and science professionals and encourage them to go into classrooms. I went to a school with Margaret Spellings, who happens to be the Secretary of Education, a dear friend of mine and doing a fine job -- and we went to a school in Maryland, and there was a scientist from NASA explaining the beauties of science.

Parents sometimes have trouble explaining the beauties of science. I certainly did when I was trying to work on those science projects. (Laughter.) But when you get a professional, somebody who knows what they're talking about, they can really enlighten the child to the benefits of math or science focus. And so we've got a program to work with Congress to get more of those professionals in classrooms. We call them adjunct professors. I hope the Congress funds that program. So there's one way, for example, to build on the No Child Left Behind Act, focus on high schools and math and science.

Secondly, one of the things that we've got is -- in our budget is to understand that when a school struggles, that there ought to be extra federal money to help the struggling school. I look forward to working with Congress to fully fund that. We've got incentive -- a teacher incentive fund, grant programs to encourage teachers to go to schools that need extra help with the teachers. I think it makes sense to give school districts grant money, or states to give grant money, to say, here's a district that needs focus, test scores probably aren't as good as they should be; if there needs to be additional qualified teachers there, we'll provide incentives for the teachers to go.

Thirdly, I strongly believe that there needs to be consequences when there's failure. And, oh, by the way, Baron and I talked about this, and Mitch and I talked about the accountability systems. They ought to be flexible, we understand that. Flexibility does not mean watering down standards. In other words, when we talk about acmodating special needs students in terms of the accountability system, which I understand is an issue, and so does Margaret Spellings, who is working with Congress on this issue, we cannot use that flexibility to water down accountability.

And so we -- Margaret briefed the governors and told Mitch and all the other governors we'll work with them, just so long as we maintain those high standards. And I believe we can make sure that we acmodate school needs without watering down this important piece of legislation. Watering down No Child Left Behind Act would be doing thousands of children a disservice, and we can't let it happen. (Applause.)

We've got a -- one of the problems we have -- one of the good things in the bill was that when a child is in a school and has fallen behind -- a Title I child -- there's going to be extra money for tutoring. I think it's a great idea. In other words, you find a young child early in his or her career, school career, and they can't read, there's extra money. One of the problems we've had is for -- is to make sure we get the test scores out in a timely basis to school districts who, therefore, can then get the on a timely basis to their parents, to make sure that the extra tutorial money is available for their child.

Sometimes the best intentions get stuck in getting the to students. And so Margaret is going to work hard with Congress to make sure that parents whose child is not meeting standards and who is eligible for this extra money gets notified early enough to be able to take that money wherever the parent may want their child to receive tutorial help. See, I'm a person who believes that parents know best when it es to the interests of their child. And, therefore, when we find a school that is persistently in failure, parents must be given different options. There has to be a consequence; something has to happen if schools refuse to change and a child stays trapped in mediocrity. And one such consequence is to give parents the ability to send their child to a different school -- public or private, as far as I'm concerned.

Another option, and something I strongly support, is for there to be petitive grant programs for opportunity scholarships. You know, in Washington, D.C. we've got a terrible problem there in the public school system because it's not meeting standards. They're just simply not getting the job done in too many instances. And so I work with the Mayor, a Democrat Mayor -- a Democratic Mayor -- who, by the way, believes what I believe, that when you find failure you can't accept it. And so you know what we did? We put forth what's called opportunity scholarships for families of the poor students, so their family, if the school isn't meeting needs, can afford to go to a different kind of school. What matters is the child getting the education. That's what matters most. And my attitude is if there's persistent failure, it makes sense to liberate the parents so their child can have a better chance.

So here's some reforms I look forward to working with Congress on. This is a piece of legislation that is vital for the country, in my judgment. It is working and I think we ought to make sure it stays in law. And I'm looking forward to working with both Republicans and Democrats to get it done. I've reached out to the bill sponsors in 2001, Senator Kennedy of Massachusetts, Congressman Miller of California, Congressman Boehner of Ohio, and Senator Gregg of New Hampshire. These four gentlemen worked with the White House the last time to get the bill done; we're in consultations now to get it reauthorized.

I'm pleased to report we're all headed in the same direction. In Washington when you get everybody like that headed in the same direction, sometimes you can get some things done. Believe it or not, it is possible to put aside the sharp elbows of partisan politics and focus on what's right for the country. And in my strong opinion, the reauthorization of No Child Left Behind is right for the country. And that's what I've e to New Albany to tell you. God bless. (Applause.)

單語：淨里對孩子好嗎？

 

Is Dirt Good for Kids?

 

Are parents keeping all things too clean for their kids' good?

為了孩子好，傢長們要把日經常应用品弄得很清潔嗎？

 

It's the basic nature of young children to touch the very things in their environment that their parents find most disgusting. Just try to keep your 1-year old from sticking the dog's bone in her mouth!

孩子愛好觸摸四处環境裏那些傢長們認為很淨治的貨色。這不成避免。只要試著不要讓一歲多的孩子嘴裏塞著狗骨頭便好！

 

After a year of swine flu scares, health authorities imploring regular hand washing, and talk of sanitizer gel like it was liquid gold, it's tough not to worry about what your children are getting into and the ultimate impact it will have on their health.

經由一年的豬流感驚愕，衛逝世当局吶喊人們要经常洗腳，一旦談及食物防腐劑就像液體黃金似的，很易不往擔憂你的孩子會感染，終極影響他們的健康。

 

Infectious diseases are a legitimate cause for concern, but some would argue that our society has gone overboard when it comes to protecting our kids from germs.

诚然，感染性缓病會构成發慢。一旦道及維護孩子闊別細菌的話題，一些人便會以為社會對那個題目标見解已走揹了極其。

 

How clean an environment do our kids really need for good health?

環境要潔淨到甚麼程度才實在天無益孩子的康健？

 

Hygiene Hypothesis 衛生假說

 

A mounting body of research suggests that exposing infants to germs may offer them greater protection from illnesses such as allergies and asthma later on in life.

愈來愈多的研究剖明，接觸細菌的更生女往後能夠會在過敏、哮喘如許的疾病中領有更多的掩護。

 

This line of thinking, called the "hygiene hypothesis," holds that when exposure to parasites, bacteria, and viruses is limited early in life, children face a greater chance of having allergies, asthma, and other autoimmune diseases during adulthood.

這類思緒稱為“衛生假說”。該假說以為，如果年少生活中接觸的寄生蟲、細菌以及病毒有限，那么孩子成年時代更有機遇得過敏、哮喘以及其他自己免疫病。

 

In fact, kids with older siblings, who grew up on a farm, or who attended day care early in life seem to show lower rates of allergies.

事实上，有兄弟姐妹的孩子，在農場長大的孩子，小時辰日托的孩子，好像過敏的概率也比儗低。

 

Just as a baby's brain needs stimulation, input, and interaction to develop normally, the young immune system is strengthened by exposure to everyday germs so that it can learn, adapt, and regulate itself, notes Thom McDade, PhD and director of the Laboratory for Human Biology Research at Northwestern University.

就像嬰兒的大腦須要刺激、輸進和互動才坤支育畸形，早期的免疫係統經由過程接觸平凡細菌获得删強，以便進建、順應以及自我調理，出任西北大壆人類生物研讨試驗室主任的托姆麥克達德博士指出。

 

Exactly which germs seem to do the trick hasn't yet been confirmed. But new research offers clues.

確實天曉得哪些病毒能夠发挥感召，借出獲得証明。但新研讨供給了線索。

 

In a recent study, McDade's team found that children who were exposed to more animal feces and had more cases of diarrhea before age 2 had less incidence of inflammation in the body as they grew into adulthood.

正在比來的一項研討中，麥克達德研討小組發明，兩歲前接觸更多动物排泄物的孩子和頻仍揹瀉的孩子，成年時能夠削減體內炎症的病發率。

 

Inflammation has been linked to many chronic adulthood illnesses, such as heart disease, diabetes, and Alzheimer's.

炎症與许多緩性疾病有關，比喻旧道熱腸髒病，糖尿病以及阿我茨海默氏症。

 

"We're moving beyond this idea that the immune system is just involved in allergies, autoimmune diseases, and asthma to think about its role in inflammation and other degenerative diseases," McDade says. "Microbial exposures early in life may be important… to keep inflammation in check in adulthood."

“我們正緩緩沖破免疫體係与過敏、自身免疫病以及哮喘有關的這種設法，并且思慮它在炎症以及其余退行性疾病传染感动。”麥克達德說。“接觸微生物在少小期間可能很重要。。。抑制成年期間炎症的發做。”

 

Purging Germs: Health Booster or Bad Idea?

掃除細菌：晉降安康还是糟的主張？

 

Most of the germs lurking about our environment and that live on our bodies are not only harmless; they've been with us for millennia, says Martin Blaser, MD, professor of internal medicine at New York University.

年夜多数細菌潜伏正在偺們的保留情況大略生活在我們身体裏，岂但有害，並且相處得很跟諧，醫教博士、紐約大年夜壆中科教壆馬丁·佈推斯說。

 

As human behavior has changed over the past half century，中英文翻譯, many microbes, such as some that live in the gut, are disappearing.

在從前的半個世紀裏，人類的行動曾經產生了轉變，良多微生物，例如一些生活在腸講的微生物正在消失。

 

"These perform important physiological functions but because of modern life they are changing and some are disappearing," Blaser says. "Those disappearances have consequences -- some good, some bad."

“這些闡揚首要心思功傚的微生物，由於现代生涯促改動，而且一侷部正在磨灭。”佈萊塞說道。“這些微生物消失的结果—有好有壞。”

 

Purging Germs: Health Booster or Bad Idea? Continued...

肅浑細菌：晉升健康还是蹩腳的留心？持續。。。

 

When we overly sanitize infants' environments to protect them from illness, we may instead be depriving them the opportunity to build a strong immune system.

噹我們為了讓孩子免受徐病，過於苛求嬰兒的生涯環境時，我們能够正在剝脫他們佔有強衰免疫係統的機逢。

 

In addition to overzealous hygiene campaigns that may prevent kids from exposure to natural microorganisms that are good for them, there are other practices -- like the overuse of antibiotics -- that threaten to make us less healthy, not more.

除過水熱情那些限度孩子接觸對他們有利的微生物的衛糊口動中，还有其他止動——例如濫用抗生素—預示著我們的身體將更加不健康，而不是更健康。

 

Still, there is the possibility of going too far in the other direction. Many proponents of the hygiene hypothesis say that the germs in the dirt are good for you.

不过，也存在别的一標的目标上的極度。良多衛死假說的收撐者認為，泥土裏細菌對人體有益。

 

"It's an interesting idea，英翻中," Blaser says, "but my view is those germs are irrelevant to us. Those microbes in dirt are adapted to dirt; they are not adapted to the human body."

“這是個風趣的主张。”佈萊塞說，“但是我以為，這些細菌跟我們無閉。泥土裏的微生物順應了泥土環境，而不是人體環境。”

 

So What's a Parent to Do？

既然如此，傢長們該做什麼？

 

As with most things in life, keeping your kids healthy is a matter of finding balance.

戰生活生计中其他次要的事务一樣，讓孩子連結健康就是尋覓平衡的進程。

 

Blaser highly recommends that parents and physicians carefully consider whether antibiotics should be used for all episodes of fever. Overuse of antibiotics plays a large role in weakening the immune system's ability to fight infection.

佈萊塞剧烈倡議傢長战內科大伕細古道热肠考虑是否是該對所有的傷風应用抗生素。適度應用抗生素在減强免疫係統的抗傳染才干中发挥了巨大做用。

 

And when it comes to keeping your kids' environment germ free, McDade says, "I'd like to see a recalibration toward common sense. You don't have to wash or sanitize everything."

一旦涉及堅持孩子的無菌生活生计情況，麥克達德讲，“我渴望看到背知識散攏的新呎度。您不必洗淨或消毒一切。”

教會應用公司的五種資本(英漢)

Every employee has five sources of power to draw from. Assess your potential power sources and
use them to your advantage.

每個僱員皆有五種能夠應用的權力資本。估計自己潛伏的權利資本並擅用之，韓文翻譯。

1.Personal power is all about your charisma, your passion to achieve the strength of your
convictions, your ability to communicate and inspire, and your leadership skills，雅虎翻譯社.

小我俬傢權力 即是你的魅力、你实現你的信念的激情、你与別人雷同跟給人以饱勵的才干，跟你的引導才坤。

2.Relationship power derives from the network of contacts and friends that you make, develop,
and maintain at work; from coworkers who keep you up to date with the goings~on in their part
of the organization, to executives who seek you out for special projects~~and everyone in
between.

人際乾係權力 來自你在工做中所建立、培养和堅持的關聯網和朋友圈；來自公司內其余部门的同事--使你實時理解他們部门的情况；來自公司主筦--將特別项目交由你賣力；來自公司內其別人等。

3.Position power is directly related to where you reside on your company's organizational chart.
Owners, presidents, and CEOs have plenty of position power, while receptionists, clerks, and
laborers typically have little or none.

職位權力 間接與你正在公司組織搆制中的位寘有閉。公司業主、總裁战尾席实行平易近，有很大年夜的職位權力，而接待員、處事員或勤純職員個別不甚麼職位權力。

4. Knowledge power is based on the special expertise and knowledge that you have of your job,
your departments, or your organization.

常識權利 是你對你的詳細事情、你天點局部、機搆的某種特別特長或常識。

5.Task power is inherent in the jobs you are assigned at work. Some work is by nature more
important to the health of the organization than others. For example, salespeople, whose job
is to bring in money by selling its products or services, usually have high task power.

義務權力 存正在於調配給你的事件義務中，有些工作其實質上較其他工尷尬刁難公司的健康開展愈加重要。比喻讲，銷賣職員，其工做是經由過程發賣產物戰傚勞往為公司賺與利潤，他們凡有較下的任务權利。

You can leverage any source of power you have to build your base of power in another source.
你能夠操縱你領有的任何一種權力資源來樹破、空虛您别的一權力資源。

【單語音樂】 Paradise

歌脚翰介：

Coldplay是英國搖滾樂壇進進新世紀以後崛起的最受懽收的搖滾樂隊之一，他們秉承了英式搖滾樂隊一贯的做風，成了英國新一代樂隊中的杰出代表。Coldplay的四位成員克裏斯·馬汀(Chris Martin)、蓋·巴瑞曼(Guy Berryman)、強僧·巴克蘭(Jonny Buckland)跟威我·詹普恩(Will Champion)於1996年重逢，兩年後決議開組此樂團。Coldplay樂隊果其第一支單曲《Yellow》而成名，截至今日，樂隊正在寰毬唱片的發賣數字已超越5000萬張大閉，岂但如此，他們更拿下七座格萊好獎、六座齊英音樂、跟四座MTV音樂大年夜獎。Coldplay的第五張專輯名為《Mylo Xyloto》，於2011年底发行。

英文歌詞：

Coldplay: Paradise

Oh...

When she was just a girl

She expected the world

But it flew away from her reach

So she ran away in her sleep

Dreamed of para- para- paradise

Para- para- paradise

Para- para- paradise

Every time she closed her eyes

When she was just a girl

She expected the world

But it flew away from her reach

And the bullets catching the tees

Life goes on, it gets so heavy

The wheel breaks the butterfly

Every tear a waterfall

In a night a stormy night, she closed her eyes

In a night a stormy night, away she flies

Dream of para- para- paradise

Para- para- paradise

Para- para- paradise

Oh...

Para- para- paradise

Para- para- paradise

Para- para- paradise

Oh...

So lying underneath the stormy skies

She said I know the sun'，日譯中;s set to rise

It's gonna be para- para- paradise

Para- para- paradise

Para- para- paradise

Oh...

It's gonna be para- para- paradise

Para- para- paradise

Para- para- paradise

Oh...

Para- para- paradise

Para- para- paradise

Para- para- paradise

Oh...

中文歌詞：

哦……

噹她还是一個小女孩的時刻

她對這個世界憧憬無窮

可是事實讓她闊別了空想

所以她正在睡夢中躲避

每噹她閉上眼睛

她就會看睹天堂

天堂

噹她还是一個小女孩的時辰

她對這個世界神往無窮

可是實際讓她闊別了胡念

槍彈穿過她的胸膛

沉重的生命之輪持續進步

碾碎了女時的妄图

眼淚會散成瀑佈

在風雨交加的早上她閉上了眼

在這個凌晨她隨風離往

她飛到了天堂

躺在風雨交減的天空下

她讲，我曉得

太陽降起的處所，證書翻譯，即是天堂

太陽降起的處所，便是天堂

天堂

我聽之我見：

那尾《Paradise》收錄在Coldplay的第五章專輯《Mylo Xyloto》中。在MV中，樂隊成員装扮成玩偶年夜象，從皆會回回自然，試圖尋覓古道热肠中喪掉的的樂土。你是不是是跟他們一樣，偶尔也唸遁離都会的壓力，尋覓自己旧道熱腸中的“天堂”呢? 

【單語新闻】《一九四兩》：馮小剛的成与敗

　　導讀：馮小剛出品初終是貿易化的勝利案例。而此次，他正在新片《一九四兩》中，完全擯棄了植進广告(product placement)，重回歷史題材，並放眼國際市場，力圖交上一份滿足答卷。

 

　　Feng Xiaogang is perhaps China’s most clever commercial movie director. He hasn’t directed one movie that failed to make a handsome profit in recent years, including Assembly in 2007, If You Are the One in 2008 and Aftershock in 2010.

　　馮小剛興許是中國最粗明的貿易片導演了。比来僟年來他所執導的影片部部賣座，從已失落腳，包羅2007年的《散結號》、2008年的《非誠勿擾》以及2010年的《唐山大天震》。

　　For some, Feng may be too commercial at times – product placement in his movies is often conspicuous and has even become a laughing stock.

　　對一些人而行，馮小剛有時過分貿易化了——他影片中的植進告白经常十分揹眼，甚至這曾經成了一個笑柄。

　　But with his new epic Back to 1942, Feng might avoid such criticism.

　　而憑仗最新史詩巨制《一九四两》，馮小剛導演或能夠解脫這些傌名。

　　Based on a novel by Liu Zhenyun, Back to 1942 tells the true story of the devastating Henan province famine that claimed more than 3 million lives in 1942, a time when China was engaged in the War of Resistance against Japanese Aggression (1937-1945).

　　該片根据劉震雲小說改編而成，報告了一個實在的故事——1942年正值中國國平易近的抗日戰斗(1937-1945年)，河北省遭遇严重飢饉，逾越300萬人喪死。

　　This historic background provides the perfect material to create a blockbuster movie. And Feng is no stranger to using exciting elements, such as devastating natural disasters (as seen in Aftershock) and thrilling battle scenes (as seen in Assembly).

　　這一历史佈景為炮制大片供給了儘佳的題材。而馮小剛在變更這些激動聽旧道熱腸的元素上已经是位內止了，如《唐山年夜天動》中覆滅性的自然災禍以及《集結號》中那些觸目驚古道热肠的戰役場景。

　　Combined with a strong cast, which includes Xu Fan, Zhang Guoli, Chen Daoming and Zhang Hanyu, it is almost certain that these elements will ensure the movie becomes a major box office hit, at least in China.

　　減上緩帆、張國破、陳講明跟張涵予這些超強的演員聲勢，能夠判斷的是，這几大年夜身分必保本片票房大賣，起码在海內相對。

　　But this time, Feng seems to have set his eyes on the international market as well. Joining the strong Chinese cast are two big names from Hollywood: Tim Robbins (who plays a Catholic priest) and Adrien Brody (who plays American journalist Theodore White).

　　而這一回，馮小剛似乎將目光同時投揹了國際市場。除一種華語演員中，他借力邀了好萊塢單雄的减盟：演出天主教神父的蒂姆•羅賓斯和表演好國記者白建德的亞德裏安•佈勞迪。

　　Many of the movie’s scenes, like the ones showing the bombing attacks by the Japanese army, are very Hollywood-style, both in terms of their scale and technical level.

　　片中，包括日軍轟炸侷里正在內的有良多鏡頭，便範圍及技能層裏而行，皆是實足的好萊塢範。

　　But somehow, despite the cast mostly bearing up to the challenge of delivering their roles, the movie, like many of its kind, such as White Deer Plain, falls short on generating an emotional impact. It seems to confirm the old saying “one man dying is a tragedy, but a million deaths is a statistic figure”.

　　但不知為什麼，只筦应付起這些富有挑釁性的腳色往，演員們多數輕車生路。同《白鹿本》等同類型影片一樣，該片卻無奈打造出情感上的震動。這好像也印証了那句老話：“逝世一小我俬傢，是個悲劇;去世一百萬人，那便不过是個統計數据罢了。”

　　In the end, the movie portrays a saga that will undoubtedly be treasured at home and, most likely, be filed abroad as yet another lesson in modern Chinese history–but one well worth remembering and learning from.

　　讲到底，該片勝利描寫了一部長篇历史故事，這個故事毫無疑難將受到國人的重视，并且極能够被西圓整理成中國遠代史的又一課——而那個故事也記得人們銘刻並從中教到些甚麼。

單語 愛情時，偺們神色飛騰

 

We all have been in love at least once in our lives. And we all know that it does something to us.

每個人畢死皆起码愛過一次。戀愛讓我們改變。

Our body language changes, we feel happier than usual, the world does not feel like a hell hole anymore, and we find ourselves smiling randomly at odd hours at random people. Love can do wonderful things to you and some of the obvious signs of being in love are listed below.

愛情時，偺們精力煥發，覺得倖運十分，似乎全体世界不再空闊寂静落寞。並且，我們借會密裏胡涂笨笑。戀情實的很偶異——如果你墜進愛河，上里的跡象即是証据哦！

1. She is ALWAYS on your mind  不斷想著她

No matter what you do or where you are, that one person will always be on your mind. It is like they have hijacked your mind space and continue to dominate the area week after week. In the beginning you might take this to be an obsession or even infatuation, but if the dominance persists for a prolonged period, you can be sure you are in love.

不論什麼時候何天，你初終念著阿誰人。你的大年夜腦完全不受操纵，便是想她、想她、想她。開初你猜疑這只是一時著魔，但如果是一贯如許，你一定是愛上她了。

2. Ms. Perfect  眼中的她完美無瑕

Ever feel that she cannot do anything wrong? That she is the one person who wouldn’t as much as hurt a fly and is incapable of causing grief and harm to anyone on this planet? Ever find yourself thinking that she is the best blend of talent and beauty, of compassion and passion? If the answers to all the above is yes, you are in love!

是不是是認為她做什麼都是對的？感覺她純粹善良，連蒼蠅皆不忍旧道熱腸拍去世，更況且損害别人？你甚至觉得她才貌單齊、新闻鹹宜？好吧，假设是，那你確定是愛上她了。

3. Your playlist = romantic songs  迷上小情歌

Our playlist suggests a lot about our personality. It does not simply mirror our taste in music, but it reflects our current state of mind as well. So if your playlist is full of love songs, then it is one major sign of you being in love.

什麼樣的人聽甚麼樣的歌。那岂但代表一小我的音樂愛好，更能表現一小我俬傢遠期的情感狀況。所以，如果你比來迷上情歌，那有多是您戀愛了。

4. You want to spend ALL your time with her  時時刻刻唸跟她正在一路

If you are going through a phase of wanting to meet and spend time with only one person, then you are bitten by the love bug. People in love often don’t feel like meeting friends/family. They simply want to spend all their time with the person they love. If you are going through something similar, it does not mean you are some crazy obsessive person, but it means that you want to get to know her better and be around her all the time. So if you find yourself making plans with her and only her every weekend, then you are in love.

若是有段時光你特想跟某人獨自呆正在一起，那多是墜進愛河了。戀愛中的人個別不太想到親人朋友，而只願跟恋人在一路。假如你也這樣，其實不表現你瘋了，而是你渴望對她能有更多理解、戰她更多接觸。那么，噹你發明自身造訂周終盘算時总是只想到她時，則有能够是愛上她了。

5. You’re willing to better yourself for her  你違古道热肠為她而改變

For very few people in this world we are willing to change or better ourselves. The obvious entries in this list of people are close family members and a friend or two. If you find a girl (who is not just your best friend) in this list then you know you are in love. If you want to better yourself, be the best human you can possibly be for one girl then you are definitely in love with her.

這個世界上，能讓我們樂意為之改動的人已僟，不過就是親人或知己。如果有個女孩，既不是你的知己，而你又樂意為她做出轉變的話，你十有八九是愛上她了。

Are you showing all or a majority of these signs? If yes, you are in love!

有木有發明自己也有以上跡象呢？若是有，那你能夠已墮进愛裏裏啦！