研究生英语综合教程UNIT8课文及翻译(含汉译英英译汉)
外研社版学术英语综合Unit8译文
第八单元全球化Text A从柏柏尔人到巴赫的全球化之路马友友作为职业大提琴手已有三十余年，其间有整整二十个年头都一直奔波在巡演的路上，与此同时，我也致力于了解各种音乐的传统与文化。
正是这些旅途让我认识到文化传统在全球化的世界中所扮演的角色——为个体身份、社会安定与友好交流建立至关重要的框架。
当今世界变化日新月异，这必然会导致文化上的不稳定，人们也不禁对自身的定位产生疑问。
在全球化背景下，我们不得不屈从于他人的规则，因此常常会威胁到个体的特性。
这种处境令我们不安，因为屈从他人规则就意味着不得不改变我们坚守数千年并引以为傲的风俗习惯。
因此，当前全球化背景下的领导者们所面临的一个关键问题就是：如何才能在不牺牲个体特性与文化自豪感的同时，让各种文化和习俗逐渐发展到能够适应一个更大的平台呢？这些年的音乐之旅告诉我，全球化进程中的交流互动并不只会破坏文化，相反，它不仅能创造新的文化，而且还会为那些存在了几世纪的古老传统注入新的活力，使其被世界上更多的人熟知。
这一点与生态学上的群落“边缘效应”类似，后者本身是用来描述两个不同的生态系统交汇时的景象。
例如，在森林与大草原这两种生态系统的交界之处，存在着密度最小但种类最多的生命形态，而每一种形态都汲取了两种生态系统的精髓。
由此可见，有时候最有趣的事情往往发生在边缘地带，而交叉地带往往能够揭示出意想不到的联系。
文化，就像是聚集了世界各地瑰宝的拼图。
探索世界的途径之一正是深入地挖掘文化传统的核心。
举一个音乐领域的例子，每一位大提琴手的核心曲目都是巴赫的《无伴奏大提琴组曲》。
而每一个组曲的核心都是一种叫做萨拉班德舞（sarabande）的舞曲。
这种缓慢而感性的舞曲最早来自于北非柏柏尔人的音乐，随后流传到西班牙，但因当时人们认为曲子猥亵而遭到禁止。
后来西班牙人将这种舞曲又带到美洲，继而流传到了法国，在那里演化为一种庄严的宫廷舞蹈。
一直到十八世纪二十年代，巴赫才将萨拉班德舞曲作为一个乐章融入到他的组曲当中。
研究生英语综合教程课文翻译+原文
课文原文1-7 Unit 1 The Hidden Side of Happiness1 Hurricanes, house fires, cancer, whitewater rafting accidents, plane crashes, vicious attacks in dark alleyways. Nobody asks for any of it. But to their surprise, many people find that enduring such a harrowing ordeal ultimately changes them for the better.Their refrain might go something like this: "I wish it hadn't happened, but I'm a better person for it."1飓风、房屋失火、癌症、激流漂筏失事、坠机、昏暗小巷遭歹徒袭击，没人想找上这些事儿。
但出人意料的是，很多人发现遭受这样一次痛苦的磨难最终会使他们向好的方面转变。
他们可能都会这样说:“我希望这事没发生，但因为它我变得更完美了。
”2 We love to hear the stories of people who have been transformed by their tribulations, perhaps because they testify to a bona fide type of psychological truth, one that sometimes gets lost amid endless reports of disaster: There seems to be a built-in human capacity to flourish under the most difficult circumstances. Positive responses to profoundly disturbing experiences are not limited to the toughest or the bravest.In fact, roughly half the people who struggle with adversity say that their lives subsequently in some ways improved.2我们都爱听人们经历苦难后发生转变的故事，可能是因为这些故事证实了一条真正的心理学上的真理，这条真理有时会湮没在无数关于灾难的报道中:在最困难的境况中，人所具有的一种内在的奋发向上的能力会进发出来。
(完整版)研究生英语上册第八单元英语与翻译对应
16 Let both sides, for the first time, formulate (v.制订) serious and precise (adj.精确的，一丝不苟的) proposals (n.建议书) for the inspection (n.视察，检查) and control of arms(n.武器)---and bring the absolute power to destroy other nations under the absolute control of all nations.让双方首次为军备检查和军备控制制订认真而又明确的提案，把毁灭其他国家的绝对力量置于所有国家的绝对控制之下。
17 Let both sides seek to invoke (v.调用，利用) the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts (n.沙漠/v.放弃，遗弃), eradicate (v.根除，消灭) disease, tap the ocean depths (深海), and encourage the arts and commerce (n.贸易).让双方寻求利用科学的神奇力量，而不是激发科学的恐怖因素。
让我们一起探索星球，征服沙漠，根除疾患，开发深海，并鼓励艺术和商业的发展。
18 Let both sides unite to heed in all corners of the earth the command of Isaiah (n.以赛亚书(圣经旧约)；圣经男子名)---to “undo (v.取消；解开；破坏；撤销) the heavy burdens (n.负担；责任)… and to let the oppressed (adj.受压制的；受压迫的) go free (获得自由).让双方团结起来，在全世界各个角落倾听以赛亚的训令——“卸下沉重的负担，让被欺压者得到自由。
新编研究生综合英语教程unit8详解
public mind, at purifying the national taste, at supplying true
principles to popular enthusiasm and fixed aims to popular aspiration, at giving enlargement and sobriety to the ideas of the
internet connection. MOOCs let you to fit learning into your life. They
give you the flexibility to choose when and where you study supporting you to manage your studies alongside your work or other commitments. If you have an internet connection MOOCs allow you to
heroes or inspires genius on the other. But a university training
is the great but ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the
access quality education for free.
Background
1. Information about the MOOCs
2.MOOCs are classes that are taught online to large numbers of students, with minimal involvement by professors. Typically, students watch short video lectures and complete assignments that are graded either by machines or by other students. That way a lone professor can support a class with hundreds of thousands of participants.
硕士英语综合教程2课文翻译Unit8
Unit 8美国的房地产泡沫1.在2005-2006年期间达到了高峰。
随后已经不断上涨的“次贷”违约率和可调利率抵押贷款开始迅速增加。
打包贷款、营销等方面的提高励借款人承担困难的抵押贷款,以为他们能够在更有利的条件之下迅速筹集资金。
然而,一旦利率上升,房产价格在2006-2007年开始在美国的很多地区适度回落, 筹集资金变得更加困难。
违约和丧失抵押赎回权激增, 的那样上涨, 可调利率调得更高。
2. 在这次金融危机爆发前的许多年低利率和大量的外国资金流入创造了方便的信用条件,资消费。
信用和资金流入的结合造成了美国房地产泡沫。
各种类型的贷款(例如,抵押贷款、信用卡、汽车)所未有的债务负担。
随着部分的房市和信贷的繁荣,被称为抵押贷款证券和债务抵押证券的金融协议的数量大大增加了, 他们的价值来自于抵押贷款偿还和房价。
这样的金融创新使得世界各地的机构和投资商纷纷在美国的房地产市场投资。
当房价下跌, 已经借贷和大力投资次级抵押贷款证券的全球主要金融机构蒙受了重大的损失。
房价下跌也导致了房屋价值比抵押贷款低,进而刺激财务进入丧失抵押品赎回权。
始于美国2006年末的丧失抵押品赎回权一直在蔓延,并继续从消费者身上榨取财富并且侵蚀金融机构的金融实力。
随着危机从房市球的损失总额估计在数万亿美元。
3. 当房市泡沫和信贷泡沫加剧,一系列的因素导致金融体系不断的扩展,而且变得越来越脆弱,其过程被称为金融体系化。
政策制定者们没有看到如投资银行、对冲基金,也称为影子银行系统的金融机构所扮演的越来越重要的角色。
有些专家认为这些机构为美国经济提供信贷,同样规则的约束。
这些机构以及某些规范银行也承担了大量的债务负抵押贷款证券损失的财务储蓄。
这些损失冲击了金融机构的贷款能力,减缓了经济发展。
对金融机构的稳定性的关注使得中央银行提供资金鼓励借贷和恢复商业票据市场的信心,这对商业运作提供资金至关重要。
政府也帮助金融机构摆脱困境和执行经济刺激计划, 承担额外的财政承诺。
研究生英语课程unit8
Unit 8Text AIII. Key to the exercises1. Reading comprehension(1) People’s frequent use of automobiles lead to the use of non-renewable fuels, a dramaticincrease in the rate of accidental death, social isolation and the disconnection of community, rise in obesity, the generation of air and noise pollution, the facilitation of urban sprawl and urban decay.(2) First, increased road-building exerts negative effects on the habitat for wildlife, primarilythrough habitat fragmentation and surface runoff alteration. Second, new roads built through sensitive habitats can cause the loss or degradation of ecosystems, and the materials required for roads come from large-scale rock quarrying and gravel extraction, which sometimes occurs in sensitive ecological areas. What’s more, road construction also alters the water table, increases surface runoff, and increases the risk of flooding. All these threaten the existence of wildlife.(3) Automobiles are a major source of air pollution and noise pollution. They contributegreatly to the global climate warming by emitting carbon dioxide into the atmosphere.What’s more, the increased road-building exerts negative effects on wildlife habitat. (4) Automobiles brought about changes to urban society. First, streetcars, cable cars, and otherforms of light rail in the urban areas are replaced by coaches or buses. Second, it’s more dangerous for pedestrians to walk. Third, people have less contact with their neighbors and become more disconnected.(5) Until the advent of the automobile, factory workers lived either close to the factory or inhigh density communities farther away, connected to the factory by streetcar or rail. The automobile and the federal subsidies for roads and suburban development that supported car culture allowed people to live in low density communities far from the city center and integrated city neighborhoods. The outward growth of cities accelerated. The suburban society came.2. VocabularySection A(1) favorable (2) sprawl (3) proliferation (4) fragmentation (5) manure72(6) sanitation (7) diesel (8) integrate (9) ideology (10) solidifySection B(1) A (2) D (3) B (4) C (5) D (6) B (7) A (8) C (9) B (10) D3. Cloze(1) emphasizing (2) particularly (3) brought (4) alternative (5) moves(6) reliance (7) least (8) sure (9) intact (10) as(11) shadow (12) prospect (13) cigarettes (14) doubt (15) vast(16) suburban (17) mean (18) abandoned (19) right (20) purchasing4. TranslationA. Chinese to English1) Translate the following sentences into English.(1) The two countries should initiate bilateral dialogues and cooperation on the basis of mutualrespect and equality, which will be beneficial to the economic development of both sides.(2) Unless we take all factors into account, we shall be faced for a long time with the socialproblem of insufficient employment, which is one element that causes social instability. (3) In this century, our country will continue to accelerate the strategic adjustment of theeconomic structure in an attempt to seize every opportunity to develop.(4) With the advent of biological economic era, many countries put a high value on developingbiotechnology industry.(5) The rampant deforestation has broken the panda habitat into isolated areas, which isespecially da ngerous for pandas’ existence.(6) Action, gesture, eye, and voice contribute to the greater effectiveness of drama ascompared with the novel.(7) Aside from wealth, potential moon travelers will need time to train for the mission andmust meet health requirements.(8) In response to an epidemic reported in the area, the government authorities immediatelydecided to fly in doctors and medical supplies to ease difficulties of the affected areas.2) Translate the following paragraph into English.At a time when most carmakers are struggling to cope with the worst crisis the industry has experienced in living memory, the ambitions of Geely, China’s biggest privately owned car firm, are breathtaking. The company is simultaneously developing six modern platforms—an astonishing number even for a global giant such as Toyota—and is committed to launching nine new cars in the next 18 months and up to 42 new models by 2015. Its technical director, Frank Zhao, claims that Geely will have the capacity to make 2m cars a year by then.B. English to ChineseUnit 8 731) Translate the following paragraph into Chinese.汽车对于中产阶级的文化有着重要的影响，汽车融入到了从音乐到书籍到电影的各个生活层面。
研究生综合英语课文.Unit 8.The Business as a Hunting Ground
The Business as a Hunting GroundEsther Vilar There are many women who take their place in the working world of today. Secretaries and shop assistants,factory workers and stewardesses —not to mention those countless hearty young women who populate the colleges and universities in ever-increasing numbers. One might even get the impression that woman’s nature had undergonea radical change in the last twenty years. Today’s young women appear to be less unfair than their mothers. They seem to have decided — perhaps out of pity for their victims — not to exploit men any more, but to bee, in truth, their partners.The impression is deceptive. The only truly important act in any woman’s life is the selection of the right partner. In any other choice she can afford to make a mistake. Consequently, she will look for a man where he works or studies and where she can best observe and judge the necessary masculine qualities she values. Offices, factories, colleges, and universities are, to her, nothing but gigantic marriage markets.The particular field chosen by any young woman as a hunting ground will depend to a large extent on the level of ine of the man who has previously been her slave, in other words, her father. The daughters of men in the upper ine brackets will choose colleges or universities. These offer the best chances of capturing a man who will earn enough to maintain the standards she has already acquired. Besides, a period of study for form’s sake is much more convenient than a temporary employment. Girls from less-well-off homes will have to go into factories, shops, offices, or hospitals for a time — but again with the same purpose in mind. None of them intend to stay in these jobs for long. They will continue only until marriage — or, in cases of hardship, till pregnancy. This offers woman one important advantage, any woman who marries nowadays has given up her studies or her job “for the sake of the man of her choice”— and “sacrifices” of this nature create obligations.Therefore, when women work and study, it merely serves to falsify statistics and furthermore to enslave men more hopelessly than ever, because education and the professions mean something very different when applied to women as opposed to men.When a man works it is a matter of life and death, and, as a rule, the first years of his life are decisive. Any man of twenty-five who is not well on his way up the ladder can beconsidered, to all intentsand purposes, a hopeless case. At this stage, all his faculties are being developed, and the fight with his petitors is a fight to the death. Behind a mask of business friendship, he is constantly on the watch for anysign of superiority in one of his associates, and he will note its appearance with anxiety. If this same associate shows signs of weakness or indecision, it must be taken advantage of at once. Yet man is only a tiny cog in a gigantic business machine, he himself being in effect exploited at every turn.When he drives others, he drives himself most of all. His orders are really orders from above, passed on by him. If the men at the top occasionally take time to praise him, it is not in order tomake him happy; it is only to spur him on, to stimulate him to greater effort. For man, who was brought up to be proud and honorable, every working day is merely an endless series of humiliations. He shows enthusiasm for products he finds useless, he laughs at jokes he finds tasteless, he expresses opinions which are not his own.Not for a moment is he allowed to forget that the merest oversight may mean demotion, that one slip of the tongue may spell the end of his career.Yet woman, who is the prime cause of all these struggles, and under whose very eyes these fights take place, just stands aside and watches. Going to work means to her flirting and dates, teasing and banter, with the odd bit of “labor” done for the sake of appearances — work for which, as a rule, she has no responsibility. She knows that she is only marking time, and even if she does have to go on working for one reason or another, at least she has had years of pleasant dreams. She watches men's battles from a safe distance, occasionally applauding one of the contestants, encouraging or scolding, and while she makes their coffee, opens their mail, or listens to their telephone conversations, she is cold-bloodedly taking her pick. The moment she has found “Mr. Right,”she retires gracefully, leaving the field open to her successor.The same applies to university education. American colleges admit more and more women, but the percentage who actually plete their courses is less than before the SecondWorld War. They sit happily in lectures designing their spring wardrobe and between classes flirt with the boys. With their scarlet nails carefully protected by transparent rubber gloves, they play around with corpses in the dissecting rooms, while their male colleagues realize their whole future is at stake. If a woman leaves the university with an engagement ring on her finger, she has earned her degree; man has hardly begun when he obtains his diploma.Degrees are, after all, easy to e by — you have only to memorize. How many examiners can tell the difference between real knowledge and bluff? Man, however, has to understand his subject as well. His later success will depend on whether his knowledge is well-founded; his later prestige will be built on this, and often other people’s lives are dependent on it.None of these battles exists for woman.If she breaks off her studies and marries a university lecturer, she has achieved the same level as he has without exerting herself. As the wife of a factory owner she is treated with greater respect than he is (and not as somebody who at best would be employable on the assembly line in the same factory). As a wife she always has the same standard of living and social prestige and has to do nothing to maintain them — as he does. For this reason the quickest way to succeed is always to marry a successful man. She does not win him by her industry, ambition, or perseverance — but simply through an attractive appearance.We have already seen what demands the well-trained man makes on a woman’s appearance. The best women trainers — without the least effort — catch the most successful fighters among men. The so-called “beautiful” women are usually those who have had an easy life from their childhood days and therefore have less reason than others to develop their intellectual gifts (intelligence is developed only through petition); it follows as a logical consequence that very successful men usually have abysmally stupid wives ( unless, of course, one considers woman’s skill at transforming herself into bait for man a feat of intelligence). It has almost bee a monplace that a really successful man, be he a pany director, financier, shipping magnate, or orchestra conductor, will, when he reaches the zenith of his career, marry a beautiful model usually his second or third wife. Men who have inherited money often take such a supergirl as their first wife although she will be exchanged over the years for another. Yet, as a rule, models are women of little education who have not even finished school and who have nothing to do until they marry but look beautiful and pose beingly in front of a camera. But they are “beautiful”—and that makes them potentially rich.A small percentage (ten to twenty percent) of women students in industrial countries of the West do, in fact, obtain their degrees before they get married. Despite occasionalexceptions, they are, as a rule, less attractive and have failed to catch a suitable provider while still in school. But then, this degree willautomatically raise their market value, for there are certain types of men who feel bolstered if their wife has a degree — providing they have one themselves. It is clear evidence of his own cleverness if such a highly educated woman is interested in him. If by chance this female mastermind happens to be sexy, he will be beside himself with joy.But not for long. Even women doctors, women sociologists, and women lawyers “sacrifice” their careers for their men, or at least set them aside. They withdraw into suburban ranch houses, have children, plant flower beds and fill their homes with the usual trash. Within a few years these new entertainments obliterate the small amount of “expert knowledge,” learned by rote, of course, and they bee exactly like their female neighbors.。
研究生英语综合教程UNIT8课文及翻译(含汉译英英译汉)
UNIT81. In the last year, MOOCs have gotten a tremendous amount of publicity. Last November, the New York Times decided that 2012 was “the Year of the MOOC,” and columnists like David Brooks and Thomas Friedman have proclaimed ad nausea that the MOOC “revolution” is a “tsunami” that will soon transform higher education. As a Time cover article on MOOCs put it — in a rhetorical flourish that has become a truly dead cliché — “College is Dead. Long Live College!”2. Where is the hype coming from? On the one hand, higher education is ripe for “disruption” — to use Clayton Christensen’s theory of “disruptive innovation” — because there is a real, systemic crisis in higher education, one that offers no apparent or immanent solution. It’s hard to imagine how the status quo can survive if you extend current trends forward into the future: how does higher education as we know it continue if tuition fees and student debt continue to skyrocket while state funding continues to plunge? At what point does the system simply break down? Something has to give.3.At the same time, the speed at which an obscure form of non-credit-based online pedagogy has gone so massively mainstream demonstrates the level of investment that a variety of powerful people and institutions have made in it. The MOOC revolution, if it comes, will not be the result of a groundswell of dissatisfaction felicitously finding a technology that naturally solves problems, nor some version of the market’s invisible hand. It’s a tsunami powered by the interested speculation of interested parties in a particular industry. MOOCs are, and will be, big business, and the way that their makers see profitability at the end of the tunnel is what gives them their particular shape.4. After all, when the term itself was coined in 2008 — MOOC, for Massively Open Online Course — it described a rather different kind of project. Dave Cormier suggested the name for an experiment in open courseware that George Siemens and Stephen Downes were putting together at the University of Manitoba, a class of 25 students that was opened up to over 1,500 online participants. The tsunami that made land in 2012 bears almost no resemblance to that relatively small — and very differently organized — effort at a blended classroom.For Cormier, Siemens, and Downes, the first MOOC was part of a long-running engagement with connectivist principles of education, the idea that we learn best when we learn collaboratively, in networks, because the process of learning is less about acquiring new knowledge “content” than about building the social and neural connections that will 1. 去年，“大规模在线开放课程”得到了广泛的宣传。
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UNIT81. In the last year, MOOCs have gotten a tremendous amount of publicity. Last November, the New York Times decided that 2012 was “the Year of the MOOC,” and columnists like David Brooks and Thomas Friedman have proclaimed ad nausea that the MOOC “revolution” is a “tsunami” that will soon transform higher education. As a Time cover article on MOOCs put it — in a rhetorical flourish that has become a truly dead cliché —“College is Dead. Long Live College!”2 . Where is the hype coming from? On the one hand, higher education is ripe for “disruption” —to use Clayton Christensen’s theory of “disruptive innovation” — because there is a real, systemic crisis in higher education, one that offers no apparent or immanent solution. It’s hard to imagine how the status quo can survive if you extend current trends forward into the future: how does higher education as we know it continue if tuition fees and student debt continue to skyrocket while state funding continues to plunge? At what point does the system simply break down? Something has to give.3. At the same time, the speed at which an obscure form of non-credit-based online pedagogy has gone so massively mainstream demonstrates the level of investment that a variety of powerful people and institutions have made in it. The MOOC revolution, if it comes, will not be the result of a groundswell of dissatisfaction felicitously finding a technology that naturally solves problems, nor some version of the market’s invisible hand. It’s a tsunami powered by the interested speculation of interested parties in a particular industry. MOOCs are, and will be, big business, and the way that their makers see profitability at the end of the tunnel is what gives them their particular shape.4 . After all, when the term itself was coined in 2008 —MOOC, for Massively Open Online Course —it described a rather different kind of project. Dave Cormier suggested the name for an experiment in open courseware that George Siemens and Stephen Downes were putting together at the University of Manitoba, a class of 25 students that was opened up to over 1,500 online participants. The tsunami that made land in 2012 bears almost no resemblance to that relatively small — and very differently organized — effort at a blended classroom.For Cormier, Siemens, and Downes, the first MOOC was part of a long-running engagement with connectivist principles of education, the idea that we learn best when we learn collaboratively, in networks, because the process of learning is less about acquiring new knowledge “content” than about building the social and neural connections that will 1. 去年，“大规模在线开放课程”得到了广泛的宣传。
《纽约时报》去年11月份时曾把2012年称为“大规模在线开放课程之年”。
撰稿人大卫·布鲁克斯和托马斯·弗莱德曼反反复复直至令人作呕地称道大规模在线开放课程引发的“教育革命”是一场“海啸”，将在短时间内在高等教育中引起变革。
正如《时代周刊》里的一篇封面文章所指出的——在这个修辞学蓬勃发展的时代，“大学已死，大学万岁！”已经真正地成为了一个毫无生命力的陈词滥调。
2. 炒作从何而来？一方面，高等教育运用克莱顿·克里斯坦森的“颠覆性创新”理论“中断”的时机已经成熟。
由于高等教育存在一个真正的系统性危机，没有人能为此提出显而易见或内在的解决方案。
很难想象如果你把当前的趋势向前延伸至未来，这一现状能否存在下去，即如果学费持续上涨，学生债务日渐加重，而国家用于教育的资金继续下调，那我们所知道的高等教育将如何继续？该体系将会在什么时候完全崩溃掉？不得不做点什么。
3 与此同时，一种没有良好信用做基础的网络教育学形式发展的如此迅猛而成为主流，揭露了种种享有权力的人与机构在此方面投资程度之高。
大规模在线开放课程革命如果到来的话，将既不会是心怀不满的公众找寻解决问题的技术的结果，也不会是市场某种无形之手在起作用。
这是一个特定产业中利益集团的投机行为引发的海啸。
大规模在线开放课程现在是，将来也会成为大产业，它的创造者看到了它背后的巨大利润，而也正是如此也赋予这个课程具体的形式。
4 毕竟,在2008年，当MOOC这一术语问世时，大规模在线开放课程描述了一个截然不同的项目。
戴夫·科米尔指的一种当时加拿大曼尼托巴大学的乔治•西门子和斯蒂芬·唐斯正在制作一种开放式课件的实验，一个针对25个学生的班级的课件却面向超过1500个在线的参与者开放。
于2012年登陆的如海啸一样的大规模在线课程与相对小型，组织结构不同的混合课堂几乎没有相像之处。
对于科米尔,西门子和唐斯来说，首次大规模在线开放课程是在教育中“联结者原则”中的一部分。
这个观念就是我们说的网络合作，因为学习的过程与其说是获取新知识的“内容”，不如说是构This first MOOC was anchored by what Dave Cormier has called “eventedness” — the fact that it was a project shared among participants, within a definable space and time — but its outcomes were to be fluid and open-ended by design. The goal was to create an educational process that would be as exploratory and creative as its participants chose to make it. More importantly, it was about building a sense of community investment in a particular project, a fundamentally socially-driven enterprise.5. The MOOCs that emerged in 2012 look very different, starting with their central narratives of “disruption”and “un-bundling.” Instead of building networks, the neoliberal MOOC is driven by a desire to liberate and empower the individual, breaking apart actually-existing academic communities and refocusing on the individual’s acquisition of knowledge. The MOOCs being praised by utopian technologists in the New York Times appear to be the diametric opposite of what Siemens, Downes, and Cormier said they were trying to create, even if they deploy some of the same idealistic rhetoric.Traditional courses seek to transfer content from expert to student in a lecture or seminar setting. The original MOOCs stemmed from a connectivist desire to decentralize and de-institutionalize the traditional model, creating fundamentally open and open-ended networks of circulation and collaboration.In contrast, the MOOCs which are now being developed by Silicon Valley startups Udacity and Coursera, as well as by non-profit initiatives like edX, aim to do exactly the same thing that traditional courses have always done —transfer course content from expert to student — only to do so massively more cheaply and on a much larger scale.Far from de-institutionalizing eduation or making learning less hierarchical, some of the most prestigious institutions of higher learning in the world are treating the MOOC as a lifeline in troubled economic waters, leveraging “super-professors” to maintain their position of excellence atop the educational field, and even creating new hierarchical arrangements among universities. The edX initiative, for example, is the effort by universities like Harvard and MIT to market their own courses to other universities. Trading on the Harvard and MIT name, edX is creating new revenue streams on the backs of less prestigious institutions.6. Coursera and Udacity M OOCs are not really “connectivist” in the sense by which Siemens and Downes meant the term. For the post-2012 MOOC, learning is to be a process that focuses on the individual learner, who acquires new knowledge or skills, and is individually responsible (and graded) on how well he or she puts that learning into practice. As a fully marketized commodity, this MOOC is only legible at the level of the individual. 首次大规模在线开放课程的登陆被戴夫·科米尔称之为“大事件”。