跪求高人指點(diǎn)一篇雅思閱讀的翻譯，十萬分感謝(不是我小氣，是我沒有積分懸賞了)

跪求高人指點(diǎn)一篇雅思閱讀的翻譯，十萬分感謝（不是我小氣，是我沒有積分懸賞了）

在1991年，根據(jù)貿(mào)易和工業(yè)部記錄48000英國公司倒閉了。當(dāng)企業(yè)無法通過事后分析是進(jìn)行傳統(tǒng)會(huì)計(jì)師及市場(chǎng)策略。毋庸置疑組織都失敗，因?yàn)橘Y金不足引發(fā)的財(cái)務(wù)管理不善等不利的市場(chǎng)條件，但健全的財(cái)務(wù)支持與良好的產(chǎn)品理念和市場(chǎng)的敏銳反過來組織往往表現(xiàn)不佳，無法滿足股東的要求。的復(fù)雜程度和組織業(yè)績(jī)維持要求的解釋，超出了資產(chǎn)負(fù)債表及作出的產(chǎn)出利潤的“文件轉(zhuǎn)換財(cái)政投入”去。一個(gè)“錯(cuò)了什么更完整的解釋”，一定要考慮到一個(gè)組織實(shí)際上是本質(zhì)，而財(cái)政投入的一個(gè)最重要的，往往是最昂貴的是人。
乙一個(gè)機(jī)構(gòu)，只為人民的利益作為它雇用。選拔職位的合適的人不僅僅涉及查明技能必需或適當(dāng)幅度的教育和專業(yè)資格所需的執(zhí)行工作，然后招聘的候選人誰最有可能具備這些能力，或至少被認(rèn)為有能力多獲得這些傾向。這是一個(gè)純粹的人/技能比賽方式的選擇。
C工作都發(fā)生在在場(chǎng)和/或受別人在某一特定方向的組織設(shè)置。個(gè)人獲得了“適合”與與工作安排和組織文化風(fēng)格的組織氣氛其他員工的工作環(huán)境英寸不同的組織有不同的文化（卡特賴特＆庫珀1991年，1992年）。作為一個(gè)在英國航空航天工程師的工作，不一定會(huì)類似的經(jīng)驗(yàn)，在通用或普萊西在相同容量的工作。
?貧困甄選決定昂貴。例如培訓(xùn)警察的費(fèi)用約為￡20000（約美元$ 30000）。可能在一個(gè)對(duì)生命的損壞或損失數(shù)百萬英鎊的緊急情況而雇用的代價(jià)石油鉆井平臺(tái)上或在核電廠不適合的技術(shù)。作為一個(gè)貧窮的人的不協(xié)調(diào)，環(huán)境適應(yīng)（聚乙烯配合），很可能導(dǎo)致低就業(yè)的組織承諾與員工壓力的影響，即勞動(dòng)生產(chǎn)率高的營業(yè)額和曠工和個(gè)人的成果，即組織成果表示滿意缺乏身體心理和心理健康存在

【雅思閱讀翻譯】C6T4P3——校園欺凌現(xiàn)象

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.
不斷受到欺凌是一個(gè)孩子所能面對(duì)的最糟糕的經(jīng)歷之一。這種情況該如何避免呢？謝菲爾德大學(xué)的心理學(xué)教授 Peter Smith，在教育部資助下組織了謝菲爾德反欺凌干預(yù)項(xiàng)目。以下是他報(bào)告的發(fā)現(xiàn)。
A Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
欺凌有很多種形式，從口頭欺凌——比如嘲笑或很難聽的外號(hào)——到挨打或推搡——還有間接的欺凌形式，比如被社交集體孤立在外。我和Irene Whitney做的一個(gè)調(diào)查顯示，英國小學(xué)中，有高大四分之一的學(xué)生表示收到過欺凌，大約有25分之1的學(xué)生收到持續(xù)欺凌，但是這些情況可能極其頑固。
B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
很顯然，受到欺凌會(huì)不開心，而且這會(huì)導(dǎo)致經(jīng)歷過欺凌的孩子產(chǎn)生自貶和沮喪的情緒。在極端的例子中，甚至?xí)?dǎo)致自殺，所幸這種情況比較少見。受害學(xué)生更有可能在成年后的人際交往中遇到苦難，而持續(xù)欺凌別人孩子長(zhǎng)大后會(huì)變得身體暴力，而且會(huì)犯下反社會(huì)的罪行。
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school' has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it.'
直到最近，關(guān)于這個(gè)話題人們了解的還是很少，也少有對(duì)老師處理欺凌行為上的幫助。這可能導(dǎo)致的結(jié)果是，學(xué)校經(jīng)常不承認(rèn)這種問題?！斑@所學(xué)校里沒有欺凌現(xiàn)象”一直是個(gè)很常見的說法，大部分時(shí)候都是瞎說。幸運(yùn)的是，如今更多的學(xué)校會(huì)說：“這里的欺凌現(xiàn)象不多，但是如果發(fā)生了，我們有處理這種情況很明確的政策。”
D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after' evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
導(dǎo)致這種轉(zhuǎn)變的有三個(gè)因素。第一個(gè)對(duì)這一問題嚴(yán)重性的認(rèn)識(shí)。第二個(gè)是在英國，出現(xiàn)了一些幫助解決欺凌的可用的資源。比方說，蘇格蘭教育研究局出臺(tái)了一系列資料：《反欺凌行動(dòng)》1992年夏天提供給英格蘭、威爾士以及蘇格蘭的所有學(xué)校。第二年又接著發(fā)行了《支持學(xué)校反對(duì)欺凌》。在1993年，在愛爾蘭發(fā)行了《小學(xué)生遭遇欺凌行為指南》。第三個(gè)是有證據(jù)表明，這些材料都起作用了，而且學(xué)校也取得了一些成績(jī)。這來自于一個(gè)研究組監(jiān)控的名叫“之前和之后”的評(píng)估，，經(jīng)過研究組認(rèn)真實(shí)施，對(duì)學(xué)校的干預(yù)措施進(jìn)行評(píng)價(jià)。
E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time - not just imposed from the head teacher's office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
有證據(jù)表明在制定應(yīng)對(duì)欺凌的措施時(shí)，關(guān)鍵的一步是說清楚什么叫做欺凌，并明確欺凌行為意味著什么。一旦發(fā)生器靈，會(huì)留下什么記錄，會(huì)通知什么人，會(huì)采取什么懲罰。這項(xiàng)政策必須經(jīng)過一定時(shí)間的磋商來制定——而不是在校長(zhǎng)辦公室里硬性實(shí)施！學(xué)生、家長(zhǎng)和員工都應(yīng)該感覺到自己參與了這項(xiàng)制度的制定，因?yàn)樗枰獜V泛的傳播和有效的執(zhí)行。
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
可以采取其他措施來支持這個(gè)政策?？梢允褂靡曨l、戲劇和文學(xué)，在課堂中解決這個(gè)話題。這些都是提高意識(shí)的有效方法，而且可以與學(xué)校開始討論欺凌問題時(shí)，早期的制度制定緊密結(jié)合起來。此外，為新學(xué)生更新政策也是很有效的，或者根據(jù)經(jīng)驗(yàn)進(jìn)行修訂。但僅依靠可能吃能帶來短期的效果，它應(yīng)該是對(duì)于政策的補(bǔ)充而非替代品。
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame', can be useful in changing the behavior of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
也有一些方法適合于單個(gè)學(xué)生或者小團(tuán)體。對(duì)于那些容易受成為欺凌對(duì)象的學(xué)生而言，自信訓(xùn)練是非常有價(jià)值的，而且當(dāng)發(fā)生于群體欺凌時(shí)，像“不責(zé)備”這樣的特定方法，也有利于在不直接對(duì)抗施期凌的學(xué)生的情況下，是他們的行為發(fā)生改變。然而對(duì)于持續(xù)欺凌，還是可能需要一些懲罰措施。
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
在操場(chǎng)采取措施也很重要。一個(gè)有效的步驟是培訓(xùn)午餐時(shí)間監(jiān)督員分辨欺凌和打鬧，并幫助他們終止沖突。另外，改進(jìn)操場(chǎng)環(huán)境可能也是有效的，這樣可以使學(xué)生不因感到厭倦或挫敗而去實(shí)施欺凌。
F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective.
有了這些進(jìn)步，我們至少可以期待最嚴(yán)重的欺凌行為得到盡可能大的避免。付出的努力越多，學(xué)校干涉的越廣，取得的效果就越好。欺凌行為的減少——以及這帶來的學(xué)生幸福感的增加——無疑是一個(gè)值得為之努力的目標(biāo)。

關(guān)于雅思閱讀的句子翻譯

could 之前只有一個(gè)動(dòng)詞就是attack 。整個(gè)句子應(yīng)該這樣斷句：The Argentinian weevil （主語）does not （否定助詞） attack（謂語動(dòng)詞） any other plant（賓語） and（并列句連接詞） a pair of adult bugs（并列句主語） could（情態(tài)動(dòng)詞） destory（并列句謂語動(dòng)詞） the weed（并列句賓語） in 4-5 days（并列句狀語）.
另外，整句翻譯為：阿根廷象鼻蟲并不攻擊其他植物，而且兩只小蟲子用4、5天時(shí)間就能把“某草”（聯(lián)系上下文看具體是什么草）消滅干凈。

雅思閱讀翻譯

玩耍的動(dòng)物經(jīng)常用獨(dú)特的跡象-高速旋轉(zhuǎn)犬例如-表明，表面上像成人的行為并不是認(rèn)真的。
但如果發(fā)揮不僅僅是一個(gè)發(fā)育生物學(xué)家一旦呃逆，雖然，它為什么發(fā)展？最新的觀點(diǎn)認(rèn)為游戲可以促進(jìn)大腦的發(fā)育。換句話說，玩耍使你變得聰明。玩興，似乎是共同的，只有在哺乳動(dòng)物中，雖然一些較大的鳥類——大腦也沉迷。在動(dòng)物經(jīng)常用獨(dú)特的signs-tail-wagging犬，為禁用，表明表面上像成人的行為并不是真的在earnest.in流行的解釋發(fā)揮了它幫助青少年發(fā)展的技能，他們將需要狩獵，交配以及社交為adults.another是它允許年輕的動(dòng)物的形狀得到成人生活改善他們的呼吸endurance.both這些觀念受到質(zhì)疑，近年來。

【雅思閱讀翻譯】C4T1P2——鯨的感官

You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.
An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises
一項(xiàng)對(duì)于鯨目動(dòng)物（包括鯨、海豚、鼠海豚等哺乳動(dòng)物）的感官功能測(cè)試
Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.
對(duì)于我們和其他陸地哺乳動(dòng)物來說，一些感官是理所應(yīng)當(dāng)?shù)模菍?duì)于鯨來說，這些感官要么衰退或消失，要么在水中無法正常地發(fā)揮作用。例如，齒鯨的大腦結(jié)構(gòu)顯示，它們不具備嗅覺。然而，雖然須鯨具備與嗅覺相關(guān)的大腦結(jié)構(gòu)，人們現(xiàn)在也不知道它們是否起作用。據(jù)推測(cè)，當(dāng)它們的（呼吸）氣孔進(jìn)化并移動(dòng)到頭頂時(shí)，服務(wù)于嗅覺感官的神經(jīng)通路就已經(jīng)幾乎不見了。同樣，盡管還有一些鯨魚擁有味蕾，服務(wù)于它們的神經(jīng)也已經(jīng)退化或者變得遲鈍了。
The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.
有時(shí)，人們會(huì)認(rèn)為它們的觸覺也很弱，但是這種觀點(diǎn)可能是錯(cuò)誤的。圈養(yǎng)海豚和小海豚的訓(xùn)練員常常會(huì)談?wù)摰剿鼈儗?duì)于碰觸和摩擦的動(dòng)物反應(yīng)。而且無論是圈養(yǎng)海豚還是放養(yǎng)海豚，整個(gè)族群中個(gè)體之間的接觸都更加頻繁（尤其是成年海豚和幼年海豚之間，或同一亞群的成員之間）。這種接觸有利于維護(hù)群體內(nèi)部的秩序，而且對(duì)于大多數(shù)種類的鯨來說，輕撫和碰觸都是求偶行為的一部分。氣孔周圍的區(qū)域是尤其敏感的，圈養(yǎng)鯨類非常反感被碰觸那里。
The sense of vision is developed to different degrees in different species. Baleen?species studied at close quarters underwater – specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and?filmed off Argentina and Hawaii – have obviously tracked objects with vision under- water, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.
不同種類的鯨，視覺感官的發(fā)達(dá)程度也不盡相同。人們?cè)谒陆嚯x研究表明，須鯨（具體來說就人工飼養(yǎng)一年的灰鯨幼崽和阿根廷、夏威夷沿海拍攝的放養(yǎng)露脊鯨和座頭鯨）明顯具有可以利用視覺在水中追蹤獵物，而且它們不論在水中還是在空中都能看得很清楚。然而，須鯨眼睛的位置限制了它們視線的區(qū)域，所以它們可能不具備立體視覺。
On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottle-nose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.
從另一方面看，大部分海豚和江豚的眼睛位置說明它們擁有向前和向下的立體視覺。淡水海豚經(jīng)常測(cè)游，或在進(jìn)食時(shí)肚皮朝上，這說明它們擁有向前和向后的立體視覺。相反的是，寬吻海豚在水下有很好的視力。從它觀察和追蹤空中飛魚的方式看來，它穿過水面向空中也可以看得很清楚。而且，盡管初步試驗(yàn)結(jié)果表明海豚的空中視力并不好，但它們能從水中躍起很高，并準(zhǔn)確地吃到馴獸師手里的小魚。這就用事實(shí)證據(jù)表明上述結(jié)論是錯(cuò)誤的。
Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.
當(dāng)然，這些變異可以通過個(gè)別物種的生存環(huán)境來解釋。例如，相比居住于混住的河流和洪水泛濫平原上的鯨，對(duì)于居住在清澈寬廣水域中的鯨來說，視力無疑更加有用。比方說南美洲的亞馬遜河豚和中國的白鰭豚視力都很有限，印度恒河豚根本看不見，它們的視力減弱成了兩條縫，只能感知到方向和光的強(qiáng)度。
Although the senses of taste and smell appear to have deteriorated, and vision in?water appears to be uncertain, such weaknesses are more than compensated for by?cetaceans’ well-developed acoustic sense. Most species are highly vocal, although?they vary in the range of sounds they produce, and many forage for food using echo-?locationv①. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bow-head whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.
盡管味覺和嗅覺嚴(yán)重退化，水下視力也不確定，這些缺陷卻完全可以被它們非常發(fā)達(dá)的聽覺系統(tǒng)所彌補(bǔ)。盡管音域不盡相同，但大部分種類的鯨魚都很會(huì)“唱歌”而且可以利用回聲定位來覓食。大須鯨主要使用低頻段的聲音，而且聲音種類很有限。值得一提的例外是夏天里北極露脊鯨歌曲般的合唱和座頭鯨復(fù)雜又令人難忘的話語。相比須鯨，齒鯨一般可以使用更多的頻譜，并且發(fā)出更多種類的聲音（盡管抹香鯨只能發(fā)出一系列單調(diào)尖銳的咔噠聲）。盡管聲音在鯨魚的社交生活和“文化”中扮演什么角色更是一種胡亂猜測(cè)而不是嚴(yán)謹(jǐn)?shù)目茖W(xué)，但顯然，一些更復(fù)雜的聲音更具備交流能力。
①. Echolocation: the perception of objects by means of sound wave echoes.

【雅思閱讀翻譯】C4T1P3——視覺符號(hào)與盲人

You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below.
From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.
最近的一系列研究表明，盲人可以理解用輪廓線和透視圖表示的物體排列及空中的其他表面。但是圖片表達(dá)的意思更勝于文字表述。當(dāng)我研究的一位盲人女性自發(fā)地劃出一個(gè)正在滾動(dòng)的車輪時(shí)，這個(gè)現(xiàn)象極大地吸引了我的注意。為了展示車輪的運(yùn)動(dòng)，她在圓的中心畫了一條曲線。我被嚇了一跳。表示運(yùn)動(dòng)的線，例如她剛畫的這條，是插圖史上最近才有的發(fā)明。事實(shí)上，正如藝術(shù)學(xué)者David Kunzle所說，引領(lǐng)了19世紀(jì)潮流的卡通畫家Wilhelm Busch直到1877年之前都沒有在他最流行的人物形象中使用動(dòng)態(tài)線條。
When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s?spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.
當(dāng)我要求其他接受研究的盲人畫一個(gè)滾動(dòng)的輪子時(shí)，一種很聰明的畫法反復(fù)出現(xiàn)了：一些盲人把車輪的輻條畫成了曲線。當(dāng)被問到這些曲線時(shí)，他們都說這是一種表示運(yùn)動(dòng)的比喻手法。多數(shù)人規(guī)則，會(huì)認(rèn)為，這種方式可以很好地表示運(yùn)動(dòng)。但是對(duì)于這種現(xiàn)象。會(huì)不會(huì)有種更好的表示方法，例如虛線和波浪線，或其他形式的線呢？答案還不明確。所以我決定測(cè)試各種表示運(yùn)動(dòng)的線條分別適合表示哪種運(yùn)動(dòng)，或者也許它們只是一些特殊符號(hào)。而且，我想要發(fā)現(xiàn)盲人和普通人眼中表示運(yùn)動(dòng)的線條有沒有什么區(qū)別。
To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.
為了找出答案，我用凸起的線條畫出了五個(gè)輪子，分別把輻條畫成了曲線、折線、波浪線、虛線和伸出車輪的線。接著，我請(qǐng)18位盲人志愿者觸摸輪子，并請(qǐng)他們把每個(gè)輪子對(duì)應(yīng)在以下運(yùn)動(dòng)中：搖晃、迅速轉(zhuǎn)動(dòng)、穩(wěn)定轉(zhuǎn)動(dòng)、顛簸或剎車。我的對(duì)照組由18多倫多大學(xué)的普通大學(xué)生組成。
All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.
除了其中一人，所有的盲人都把不同的運(yùn)動(dòng)與輪子相對(duì)應(yīng)了。大部分人猜測(cè)曲線輻條表示輪子在平穩(wěn)轉(zhuǎn)動(dòng)，波浪輻條表示車輪在搖晃，折線車輪表示車子受到顛簸。受試者猜測(cè)，輻條伸出車輪邊緣表示輪子處于剎車狀態(tài)，而虛線表示輪子在快速轉(zhuǎn)動(dòng)。
In addition, the favored description for the sighted was the favored description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.
另外，普通人喜愛的表達(dá)與盲人喜愛的表達(dá)基本一致。而且普通人之間的共識(shí)度并不比盲人高。因?yàn)槊と藢?duì)運(yùn)動(dòng)裝置并不熟悉，所以我給他們的任務(wù)中也包括解決一些問題。但是，很明顯，盲人不僅搞明白了線條運(yùn)動(dòng)的意義，而且作為一個(gè)團(tuán)隊(duì)，他們達(dá)成共識(shí)的普遍頻率也不比普通人低。
We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard?
我們發(fā)現(xiàn)，盲人也能理解其他種類的視覺符號(hào)。一個(gè)盲人女性在一個(gè)心形中間畫了一個(gè)小孩——她說，選擇這個(gè)符號(hào)，是為了表示孩子被愛包圍。于是我和一個(gè)中國博士生劉長(zhǎng)虹開始研究：盲人對(duì)于心形這樣不直接表達(dá)含義的符號(hào)背后的意義，到底理解到了什么樣的程度。我們給了普通人20對(duì)單詞，并要求他們?cè)诿恳粚?duì)單詞中選擇一個(gè)代表圓圈的和一個(gè)代表方框的。比方說，我們問：哪個(gè)表示柔軟呢？圓圈還是方框？哪個(gè)又表示堅(jiān)硬？
All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and?‘near’ to circle. In fact, only a small majority of sighted subjects – 53% – had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.
所有的受試者都認(rèn)為圓形表示柔軟而方塊表示堅(jiān)硬。94%的人認(rèn)為開心與圓形對(duì)應(yīng)，而不是悲傷。也有一些詞組出現(xiàn)了不同的意見：79%的人在快-慢和強(qiáng)-弱對(duì)比上意見分別一致。而只有51%的人認(rèn)為圓形表示深，方形表示淺。當(dāng)我們用完全一樣的列表測(cè)試四個(gè)完全看不到的盲人時(shí)，我們發(fā)現(xiàn)他們的選擇與普通人的選擇非常相似。有個(gè)先天失明的人做得特別好。他只有一次連線與之前的移至答案不同，那就是把“遠(yuǎn)”與方聯(lián)系起來，把近和圓聯(lián)系起來。事實(shí)上，只有剛剛53%的普通人在遠(yuǎn)近上給出了相反的答案。因此，我們可以得出結(jié)論：盲人可以像普通人一樣理解抽象圖案的意義。

誰幫忙翻譯一下雅思閱讀

我試著來吧
這句話里面大的結(jié)構(gòu)是not noly，but also
在not noly 里面，動(dòng)詞有is, involved in, was 。結(jié)構(gòu)有more of than 的用法。
所以在前半句里，involved in 和 was 應(yīng)該是修飾brain 的，參加游戲的智力，用來懷疑的智力。
所以前半句的意思應(yīng)該是，不僅僅。
我特么竟然翻譯不出來！?。。。。。。?！啊啊啊啊啊啊啊?。。。。。。。。?/p>

雅思階梯閱讀3unit five text A 的翻譯

洛陽大華雅思提醒您，
Unit five
中英文對(duì)照翻譯
Text A
Yes, We Can Support Mother Earth
1 Turning off the lights for an hour on March 26 is just a step to
recognize that mother earth needs our help. Together we can protect
earth
’
s precious resources by conserving developing, and spreading
the word. How can you conserve this year?
在
3
月
26
日熄燈一小時(shí)只是我們認(rèn)識(shí)到地球母親需要我們幫
助的一步。
我們可以通過節(jié)約、開發(fā)、宣傳這一信息來共同保護(hù)地
球珍貴的資源。
熄燈一小時(shí)就是你對(duì)地球母親的支持。除了熄燈
,
你今年還能怎樣保護(hù)資源呢
?
2
Earth Hour was
first started in
Australia
in 2007 as a way
to
bring
community
together
to
acknowledge
the
importance
of
reducing consumption of earth
’
s natural resources. Turning off the
lights
for
an
hour
helps
us
see
the
impact
we
have
on
the
environment.
2007
年澳大利亞最先發(fā)起“地球一小時(shí)”活動(dòng)
,
目的在于讓全社
會(huì)認(rèn)識(shí)到減少地球自然資源消耗的重要性。
熄燈一小時(shí)讓我們看到
人類對(duì)環(huán)境的影響。
3 Just one year after the first Earth Hour in Sydney, Australia, it
became
a
widespread
phenomenon,
now
spreading
globally
with
a
movement
reaching
more
than 50
million
people
that
participate
in
more than 35 countries. Sydney set a goal to reduce carbon emissions
by
5%.
Recent
estimates
show
1
billion
supporters
in
4,100
cities
from
87
countries
located
on
seven
different
continents
joined
in
turning off their lights for Earth Hour. Earth Hour hopes encourage
consumers,
businesses,
and
governments
to
be
thoughtful
in
action
plans to carry out practical ways to reduce emissions
在澳大利亞悉尼舉行過第一次“地球一小時(shí)”之后僅一年
,
這場(chǎng)
活動(dòng)就掀起一陣熱潮。
現(xiàn)在這個(gè)活動(dòng)在全球傳播
,
超過三十五個(gè)國家
的五千多萬人參與進(jìn)來。
悉尼的目標(biāo)是降低
5%
的二氧化碳排放量。
在美國
,
估計(jì)八千萬人加入
2009
年的“地球一小時(shí)”運(yùn)動(dòng)。
最新的
評(píng)估顯示
,
來自七大洲
87
個(gè)國家
4100
個(gè)城市的
10
億支持者加入到
了“地球一小時(shí)”活動(dòng)的隊(duì)伍中。
“地球一小時(shí)”的活動(dòng)希望能鼓
勵(lì)消費(fèi)者、商人、政府深思熟慮
,
提出實(shí)際可行的減排行動(dòng)計(jì)劃。
4 Let
’
s go beyond the light switch! Look at what some are doing
to save energy to conserve precious fossil fuels:
讓我們不僅僅是關(guān)燈吧
!
看看人們?cè)诒Ｗo(hù)珍貴的礦物燃料和節(jié)
約能源方面在做什么吧
!
5
“
For
me
it
starts
early
?
I
’
m
trying
to
teach
my
kids
to
conserve electricity by turning off lights when not in use. We try to
make it a game!
”
“對(duì)我來說
,
我著手比較早
,
我正努力教孩子節(jié)約電
,
讓他們不用的
時(shí)候關(guān)掉燈。
我們?cè)O(shè)法把它弄成個(gè)游戲。
”
6
“
I
just
bought
a
bunch
of
energy-conserving light bulbs
and
replaced
my
old
‘
Watt
Guzzling
’
light
bulbs.
I
don
’
t
always
remember to turn off the lights, so at least I
’
m now using less energy
when I forget.
“我剛買了一批節(jié)能燈泡
,
換下了之前功率極大的舊燈泡。
我經(jīng)
常不記得關(guān)燈
,
現(xiàn)在至少在我忘記關(guān)燈的時(shí)候
,
浪費(fèi)的能源比以前少一
點(diǎn)。
”
7
“
We removed the old single pane windows and upgraded to the
double pane lo-e glass. Now my house is less drafty and it helps a bit
with the gas bill.
”
“我們把舊的單片玻璃窗升級(jí)成雙片玻璃窗。
現(xiàn)在我的房子不像
以前那么漏風(fēng)了
,
燃?xì)赓M(fèi)也比以前少了。
”
源自http://wenku.baidu.com/link?url=1Iebz8JnUKFVK1PF7hJ460mENj5XmyN-R52fK3O6ajHjEEKMPrqBhefee7YReAk74PgengxXF1LX3y2WF54gUA_cJnYURHyc03GCQTXb6e_