【考研类试卷】MBA联考英语-英译汉综合练习(一)-2及答案解析.doc

1、MBA 联考英语-英译汉综合练习(一)-2 及答案解析(总分：100.00，做题时间：90 分钟)一、B翻译题/B(总题数：10，分数：100.00)1.International investors seem incapable of ending their love affair with the dollar. Americas economy has slowed sharply this year, yet its currency has risen to a 15-year high in trade-weighted terms. Against the euro the d

2、ollar touched $0.888% higher than in early January and close to the level at which the European Central Bank and the Federal Reserve jointly intervened to prop up the European currency last September. Why is the euro looking sickly? There are plenty of theories. One is that the markets do not trust

3、the ECB: the euro-area economies are not immune to Americas downturn, yet the central bank still seems more concerned with fighting inflation than with supporting growth; another more plausible explanation is that, in an uncertain global economic climate, the dollar has resumed its traditional role

4、as a safe-haven currency. Most economists reckon that the euro is undervalued and expect a rebound over the next year. One of the most optimistic is Goldman Sachs, which is predicting a rate of $1.22 in 12 months.（分数：10.00）_2.Taking charge of yourself involves putting to rest some very prevalent myt

5、hs. At the top of the list is the notion that intelligence is measured by your ability to solve complex problems; to read, write and compute at certain levels; and to resolve abstract equations quickly. This vision of intelligence asserts formal education and bookish excellence as the true measures

6、of self-fulfillment. It encourages a kind of intellectual prejudice that has brought with it some discouraging results. We have come to believe that someone who has more educational merit badges, who is very good at some form of school discipline is “intelligent“; yet mental hospitals are filled wit

7、h patients who have all of the properly lettered certificates. A truer indicator of intelligence is an effective, happy life lived each day and each present moment of every day. If you are happy, if you live each moment for everything its worth, then you are an intelligent person. Problem solving is

8、 a useful help to your happiness, but if you know that given your inability to resolve a particular concern you can still choose happiness for yourself, or at a minimum refuse to choose unhappiness, then you are intelligent. You are intelligent because you have the ultimate weapon against the big N.

9、B,D. Nervous Break Down.（分数：10.00）_3.The fear of Americanization of the planet is a more ideological paranoia than reality. There is no doubt that, with globalization, English has become the general language of our time, as was Latin in the Middle Ages; and it will continue its ascent, since it is a

10、n indispensable instrument for international transactions and communication. But does this mean that English necessarily develops at the expense of the other great languages? Absolutely not. In fact, the opposite is true. The vanishing of borders and an increasingly interdependent world have created

11、 incentives for new generations to learn and assimilate other cultures, not merely as a hobby, but also out of necessity, because the ability to speak several languages and navigate comfortably in different cultures has become crucial for professional success. Consider the case of Spanish. Half a ce

12、ntury ago, Spanish speakers were an inward- looking community; they projected themselves in only very limited ways beyond their traditional linguistic confines. Today, Spanish is dynamic and thriving, gaining beachheads or even vast landholdings on all five continents. That there are between 25 and

13、30 million Spanish speakers in the United States today explains why the two recent U.S. presidential candidatesthe Texas governor George W Bush and the vice-president A1 Gorecampaigned not only in English, but also in Spanish.（分数：10.00）_4.The system of higher education in the United States is comple

14、x. It comprises four categories of institutions. The university, which may contain: (A) several colleges for undergraduate students seeking a bachelors (four-year) degree and (B) one or more graduate schools for those continuing in specialized studies beyond the bachelors degree to obtain a master o

15、r a doctoral degree; the four-year undergraduate institution the collegemost of which are not part of a university; the technical training institution, at which high school graduates may take courses ranging from six months to four years in duration and learn a wide variety of technical skills, from

16、 hair styling through business accounting to computer programming; and the two-year, or community college, from which students may enter many professions or may transfer to four-year colleges or universities. Any of these institutions, in any category, might be either public or private, depending on

17、 the source of its funding. There is no clear or inevitable distinction in terms of quality of education offered between the institutions which are publicly or privately funded; however, this is not to say that all institutions enjoy equal prestige nor that there are no material differences among th

18、em.（分数：10.00）_5.The remarkable progress of science and technology in the 20th century has brought enormous benefits to humankind. Long and healthy lives, economic prosperity and a pleasant and convenient living environment have resulted from technological progress based on advances in scientific kno

19、wledge. This progress will continue or may even accelerate in the future, because both the number of scientists and their activities are expanding throughout the world; we may expect, therefore, that science and technology will continue to contribute to the development of human society. At the same

20、time, rapid scientific advances may raise some difficult problems. First of all, the disparity in scientific knowledge between those in scientific and technical professions and those in other areas will continuously expand. This may create a communications gap between the two groups that could affec

21、t obtaining public consent on important issues, such as the use of genetically engineered plants or human embryonic stem cells. Secondly, the 21st century will be characterized by a knowledge- based society and a knowledge of science will be required for many professions. Those who lack scientific k

22、nowledge will have fewer opportunities for good jobs. Thirdly, the enormous increase in scientific information will become a burden for children who must study science. Already young people seem to be losing interest in science, and this trend may increase in the future. Over the past several years,

23、 enrollment in high-school physics courses in Japan has been decreasing, which suggests that many young people are losing interest in physics or avoiding subjects that require diligent study. Finally, scientific research in the next century will require increasing levels of public investment because

24、 sophisticated research is usually expensive; if the public loses interest in science or does not understand the importance of research, it will become difficult for scientists to obtain sufficient financial support.（分数：10.00）_6.It is a well-known fact that there are constant conflicts among differe

25、nt groups of people, and that people tend to blame their misfortunes on some outside other groups for their misfortunes. What are the causes of group prejudice? There seems to be little doubt that one of the principal causes of prejudice is fear: in particular the fear that the interests of our own

26、group are going to be endangered by the actions of another. This is less likely to be the case in a stable, relatively unchanging society in which the .members of different social and occupational groups know what to expect of each other, and know what to expect for themselves. In times of rapid soc

27、ial and economic change, however, new occupations and new social roles appear, and people start looking jealously at eachother to see whether their own group is being left behind. Once prejudice develops, it is hard to stop, because there are often social forces at work which actively encourage unfo

28、unded attitudes of hostility and fear towards other groups. One such force is education: we all know that children can be taught history in such a way as to perpetuate old hatreds and old prejudices between racial and political groups. Another social influence that has to be reckoned with is the pre

29、ssure of public opinion. People often think and act differently in groups from the way that they would do as individuals; it takes a considerable effort of will, and often calls for great courage, to stand out against ones fellows and insist they are wrong.（分数：10.00）_7.The key position and role of w

30、omen in the process of development is increasingly being recognized. Although the three great World Conferences of Women were more concerned with recognizing and compiling approaches to emancipation, we can currently confirm a general sharpening of awareness. It has become clear that the Third World

31、 cultures, in earlier times strongly matriarchal, have been weakened in this respect by the methods of colonial education which are almost exclusively directed towards the male. Of the many criticisms of this situation let one voice be heard: “Development education groups and programs are very much

32、male dominated and lack womans perspective“. So, too, the hopes placed in vocational training“vocationalization“as an aid to equality have been disappointed since this in its turn was to large extent focused on the male. In these circumstances we should not be surprised that until now women have par

33、ticipated least in the educational processes which have been introduced. Only 20% attend primary school and the percentage of those who leave early is highest among girls. Because of the lack of basic training only around 10% take part in Adult Education programs; hence it is vitally important to se

34、cure a turning point by increasing the awareness of the need for education.（分数：10.00）_8.Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger poverty creating structures. They have been analyzed

35、as victims of crime and criminals, as members of minority cultures, as passive consumers of mass culture and active producers of a “counterculture“, as participants in the informal economy, as inventors of survival strategies, as an economic burden and as a reserve army of laborto mention just some

36、of the preoccupations of poverty research. The elites, who occupy the small upper stratum within the category of the non-poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as are the poor themselves. The elites have

37、images of the poor and of poverty which shape their decisions and actions. So far, little is known about those images, except as they are sketchily portrayed in popular stereotypes. The elites may well ignore or deny the external effects of their own actions upon the living conditions of the poor. M

38、any social scientists may take a very different view. As poverty emerged and was reproduced, legal frameworks were created to contain the problems it caused with profound, and largely unknown, consequences for the poor themselves. In general, political, educational and social institutions tend to ig

39、nore or even damage the interests of the poor. In constructing a physical infrastructure for transport, industry, trade and tourism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding.（分数：10.00）_9.Resistance to the 1954 Unite

40、d States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute. By 1965, when a measure of genuine integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. Thi

41、s time the question was not which children were going to what schools but what kind of education society should provide for the students; the goal of high academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more l

42、iberal and free schooling. Many university and some high-school students from all ethnic groups and classes had been growing more and more frustratedsome of them desperately soover what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at h

43、ome. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform came not only from students but also from many educators. While students and ed

44、ucators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.（分数：10.00）_10.Because agriculture is so important to a nations well-being, governments have always been concerned with it. For example, the United States and Canada have long produced surplus

45、es that complicate their economies. Surpluses tend to lower prices to farmers and seriously endanger the agriculture industry. Governments have Instituted systems of price supports to maintain a fair price when surpluses cause prices to drop. The system in the United States is a good example. A gove

46、rnment program supports the prices paid to farmers for grains, and other agricultural products. Support prices are based on parity, which is the ratio between the prices farmers receive for their crops and the prices they must pay for things they need. The government selected the period from 1910 to 1914 as a time when farm prices were in a fair ratio with farming costs. This is the base period now used to determine parity prices.（分数：10.00）_MBA 联考英语-英译汉综合练习(一)-2 答案解析(总分：100.00，做题时间：90 分钟)一、B翻译题/B(总题数：10，分数：100.00)1.International investors seem incapable of ending their