韩素英翻译

韩素英翻译
韩素英翻译

论怒气

在别人看来,怒气是由于各种鸡毛蒜皮的小事而导致的情绪。当你的爱人问你工作进展如何时,你生气是因为他问问题的这种方法让你感到十分不爽。晚餐前,另一半正在摆放碗筷,可你不止一次地提醒过他叉子应该放在左边,而非右边,于是他一声长叹,把桌上所有的碗筷全部扫落在地并吼道:“你他妈做得好你来做!”这些无关紧要的小事本身并没有错,但脾气就这样莫名的爆发了。

由于身边有太多的怒火从而使夫妻生活付出很大的代价,所以我们有必要对其进行探究,看看易怒之人到底发生了什么,他们为什么会这样情绪失控。事实上,我们应该给他们机会让他们搞清楚为什么这些事情不能小事化了,而不是因为琐事而责备他们的小肚鸡肠。

解决问题的办法就是意识到担心彼此的感受在夫妻争吵中产生的作用,而在大多数脾气爆发的背后往往是由于一方常常指手画脚的告诉另一方要做什么。有些事情我们必须要指出来:我们看到对方的缺点,我们对对方持有评价,但我们表达的方式太过慌乱和急躁。我们口不择言,言语刻薄,在提建议时没有谨言慎行,当我们的爱人受到这种恼人的“教育”时,他当然会迅速产生抵触心理并反感这些建议,因为这个建议听起来更像是对他们本性的吹毛求疵和无理的攻击,而不是充满关怀且温柔的指出双方共同生活方面的问题。

一个老师要保持心平气和的前提条件是对课程成功与否的在乎程度。每个人都想把每件事做好,但是如果一个资质不聪明的学生挂掉他的几何学,那么基本上就是他自己的问题。脾气是可以抑制的,因为个别学生还不足以影响到老师的生活。然而,不是特别在乎学生成绩的老师反而成为成功教育学的模范。

但是面对一个易害怕、易发怒的爱人是无法选择的。他不可避免地以一种极端或急躁的方式(如摔门而出)传递给他另一半所谓的“建议”。这并不是因为他精神失常或是言辞恶毒(虽然很容易让人得出这样的结论),而是因为他十分担心,担心破坏这么多年来与之相处的人的感情,因为这个人已经不可理喻到在沟通、吃饭、出行等方面都要吵架的程度。

在教育孩子的方面,人们明显的感知到只有用最大程度的关爱和耐心才会对孩子起作用,那也就是说,父母不能对孩子大喊大叫,在批评孩子之前要先表扬他,夸赞他,并且要给孩子一定时间来反思自我。

但是在夫妻婚姻生活中,所有的这些耐心都被忘得一干二净,因为中上对方的话语程度几乎更加恶劣。当我们尊严受到伤害、真诚受到质疑、自尊受到侵犯时,我们会变得不讲道理,推卸责任,甚至不愿承认自己的错误。

我们抱怨那些易怒之人,因为他们常因无中生有的事情而动怒。但是有迹象表明我们可以提供一种办法看如何从一件小事中反映出更大的事情来。比如说,生活用品放在错误的地方其本身是没有问题的,但是这个细节却表明你的爱人一点儿也不关心家中的物品,杂物乱七八糟,没有规律的摆放,或者是问你工作是否顺利都像是种审问,侵犯隐私甚至觉得是种耻辱(因为谁能过得顺利呢?)。

从理论角度分析,解决这些问题的办法就是集中精力思考更大的问题。表面上的小争吵实际上是两人的人生观发生了冲突和碰撞。冷战只是一种令人窒息的外在表现形式,在其背后其实是两种不同人身观念的冲撞,而这是个更大的问题,值得我们去探讨。

就上述桃李与你的问题而言,一个长期以来困扰夫妻双方的问题是:对方并不是你思维的延续,他们是独特且与你有差异的人,他们有自己的思想,有许多令人捉摸不透、怪异且无法猜测的理由使得他们按自己的方式来思考问题。

要想明白这一点可能要花点时间,甚至要集中精力去探索那些以前认为是天经地义的不需要花什么时间,现在却要花半个小时甚至是更多的时间来思考的问题。

我们每天都要为这些小事话费巨大的时间与精力,每次彼此吵架都会导致冲突,从而妨碍

心与心之间的交流。情绪会找到其他方式去发泄,但随着未解决的矛盾的不断积累,沟通渠道受阻,互相信任和包容的可能性就会变小。

最后一点。夫妻间吵架就像是家常便饭。当一个孩子生气时,我们没必要告诉他要学会自控而且要有分寸,这不仅仅是因为我们担心孩子的智力还未达到接收建议的程度,而是因为我们有更多的理由来解释孩子哭闹的原因。因为我们知道,孩子之所以会为一点儿小事就闹脾气是由于他们可能乏困、饥饿、热或是消化不良。然而,事实是,对于我们成年人生气也有同样的身心原因。当我们累了,我们更容易烦躁;当我们饿了,我们也会发脾气。但是我们很难把对孩子的包容性应用到成年人、大学生、职业者或是与我们结婚多年的伴侣身上。我们应该尽力去发现人们究竟是为了什么而生气。一个心中充电困惑却又最笨的人通常不愿意和我们表达他到底有多么痛苦,多么需要我们的帮助。当我们能帮他们一把时,我们应该尝试着帮他摆脱困境。

英语原文及其翻译

Exploring Filipino School Counselors’ Beliefs about Learning Allan B. I. Bernardo [Abstract] School reform efforts that focus on student learning require school counselors to take on important new roles as advocates of student learning and achievement.But how do school counselors understand the process of learning? In this study, we explore the learning beliefs of 115 Filipino school counselors who indicated their degree of agreementwith 42 statements about the process of learning and the factors thatinfluence this process.A principal components analysis of the responses to the 42 statements suggested three factors:(F1)social-cognitive constructivist beliefs, (F2) teacher-curriculum-centered behaviorist beliefs,and (F3) individual difference factors.The preliminary results are briefly discussed in terms of issues related to how Filipino school counselors’ conceptions of learning may guide their strategies for promoting student learning and achievement. [Key words]beliefs about learning, conceptions of learning, school counselors, student learning, Philippines School reform efforts in different parts of the world have focusedon students’learning. In particular,most school improvement programsnow aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive globaleconomy (e.g., Lee & Williams, 2006). I n this regard, school reform programs draw from various contemporary theories and research on learning (e.g.,Bransford,Brown, & Cocking, 1999; Lambert & McCombs, 1998).The basic idea is that all school improvement efforts should be directed at ensuring students achieve high levels of learning or attainment of well-defined curricular objectives and standards.For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003;Technology in Schools Task Force, 2003), and educational assessment systems (Black & Wiliam2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise,the allocation and management of a school’s financial resources are assessed in terms ofwhether these are effectively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007). In this regard, some advocates have also called for an examination of the role of school counselors in these reform efforts (Herr, 2002). Inthe United States, House and Hayes (2002) challenged school counselors to take proactive leadership roles in advocating for the success of all

韩素英翻译比赛原文

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时代周刊翻译

…Back to Sleep?: Why Are 2,500 U.S. Babies Still Dying of SIDS Each Year? ‘用背部睡觉’:为什么美国每年都有2500个婴儿死于婴儿猝死综合症 Putting babies on their back to sleep has dramatically reduced the number of SIDS deaths, but thousands of babies still die each year. A look at the key risk factors. 让婴儿用背部睡觉戏剧性的减少了婴儿猝死综合症的死亡数量,但每年还是有上千数量的婴儿死亡。这有一种对于关键的风险因素的看法。 There?s no doubt that the Back to Sleep campaign launched in 1994 to get parents to stop putting babies to sleep on their tummies has been a success. In the 1970s and 1980s, the rate of infant deaths per 1,000 live births was 1.5; it?s now 0.5. 无需置疑的是,1994年发起的用背部睡觉的运动,旨在阻止父母让婴儿用肚子睡觉是成功的。在20世纪70到80年代,婴儿死亡率为每一千名安全出生婴儿中有1.5,现在是0.5。 Within a generation, most babies are now put to bed on their backs, and yet 2,500 U.S. infants still die each year in the U.S. Researchers trying to understand why have noticed a curious byproduct of the trend toward back-sleeping: as fewer babies were being put to sleep on their bellies, more babies were documented engaging in other pediatric no-nos — sleeping with their parents, for example — which is another risk factor for SIDS. 在一代人中,大部分婴儿现在都用背部放在床上,但美国每年依然有2500个婴儿死亡。研究员正试图弄明白为什么人们会注意到用背部睡觉这种趋势的奇怪的副产品:越来越少的婴儿用腹部睡觉,越来越多的婴儿被证明参与到了一些儿科禁止的事情中——例如,和父母一起睡——这是婴儿猝死综合症的另一个风险因素。 A study published Monday in the journal Pediatrics takes a look at how risk factors for SIDS have evolved over the years. In an analysis of the 954 babies who died suddenly and unexpectedly in San Diego County between 1991 and 2008 — 568 of these deaths were attributed to SIDS — researchers found that

浅析翻译的创造性

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韩素音青翻译奖赛中文原文及参考译文和解析

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英文翻译(原文)

GRA VITY RETAINING?WALL 1. INTRODUCTION Retaining walls are structures used to provide stability for earth or other material where conditions disallow the mass to assume its natural slope, and are commonly used to hold back or support soilbanks,coal or ore piles, and water. Retaining walls are classified, based on the method of achieving stability, into six principal types (Fig.1). The gravity-wall depends upon its weight, as the name implies, for stability. The cantilever wall is a reinforced-concrete wall that utilizes cantilever action to retain the mass behind the wall from assuming a natural slope. Stability of this wall is partially achieved from the weight of soil on the heel portion of the base slab. A counterfort retaining wall is similar to a cantilever retaining wall, except that it is used where the cantilever is long or for very high pressures behind wall and has counterforts, which tie the wall and base together, built at intervals along the wall to reduce the bending moments and sheers. As indicated in Fig.1c, the counterfort is behind the wall and subjected to tensile forces. A buttressed retaining wall is similar to a counterfort wall, except that the bracing is in front of the wall and is in compression instead of tension. Two other types of walls not considered further are crib walls, which are built-up members of pieces of precast concrete, metal, or timber and are supported by anchor pieces embedded in the soil for stability, and semigravity walls, which are walls intermediate between a true gravity and a cantilever wall. (a)(b)(e)

科学美国人的中文翻译

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