科技文献阅读与翻译原文及答案

科技文献阅读与翻译原文及答案科技文献阅读与翻译原文红色字体为参考答案，自己酌情修改一下，以免雷同。SectionAIReadthetextcarefully,andtrytosumup(inonesentenceifpossible)thetwoorthreemainpoints,whichthewriterismakingGuncontrolAstudentoftheguncontrolissuewillreadilyperceivethearenaisindeedabroadone,inwhichwemuststruggletopreservetherighttokeepandbeararms.ItisastrugglewhichwilltestwhatevertheremightbeofgeniusinanyofusanditisonewhichwillmeritthedevotedeffortsofeverycitizenwhointhebroadestsensecanperceivetherelationshipswhichourBillofRightslibertiesbearonetoanother.Isuggestwebeginouraffirmativeroleimmediatelyintheareaofcrimecontrol.Thetruthisthatguncontroldoesnotequatewithcrimecontrol.Wehaveanadvantageinthisfactwhichwehaveneitherexploitednoradvancedconvincingly.Itisdemonstrablethatinthosesectionsofthecountrywheregunpossessionismostprevalent,crimeisleast.Encouragingly,manymoderateandreasonablemenamongouropponentsarebeginningtoseethatourproblemiscrimecontrolandthatguncontrolisnotgoingtohavemuch,ifany,effectuponit.Ofcourse,forreasons-oftheirown,someofthemstillsayguncontrolisdesirable.Forthesepeoplewecanonlywonder,aswouldanygoodcitizen,whatitistheyhaveinmindforusthatourpossessionofgunsmakesthemsonervous.Aslongasweconcurthatanymeasureofguncontrolequateswithsomemeasureofcrimecontrolweareinagreementwiththosewhowouldeliminateourrights.Wewouldthenagainbebackedintodefensiveposition,heldforfortyyears,alwayslosingalittlehereandalittlethereunfitfinallynothingwouldbeleftus.Nogroupofgoodcitizenshaseverstruggledmoreconscientiouslyalongthenarrowpathway,betweenhopeandmoderationononehand,andthecoldfactsofeffortstoabolishourrightsontheother,thantheleadersoftheNationalRifleAssociation.EverygunownerinAmericashouldapplaudtheactiontakenbytheExecutiveCommitteeoftheNRAinWashington,D.C.onJuly12,1974:‘...theNRAopposesanyproposedlegislation,atanylevelofgovernment,whichisdirectedagainsttheinanimatefirearmratherthanagainstthecriminalmisuseoffirearms.Areasonabledegreeoforderinsocietymustprevailfirst.Criminalsmustbecontrolledfirst.wearethedecentpeople.Wetrytobereasonableandwearenotfoolseventhoughwehavesooftenmademistakesinthepast40years.manypeopleturntoEnglandasanexampleforcrimecontrol.ThefactisthatinEngland,forhundredsofyears,amanfoundguiltyofanyoneofnumberofcrimeswaspromptlyhanged.NowthatamorehumanisticgenerationofEnglishmenhaslatelyabolishedthesesternbuteffectivemethods,crime-includingarmedcrime-issky-rocketing.RecentlyarmedEnglishmen,amidahailoftheirownbullets,attemptedtokidnaptheeldestdaughterofthereigningQueenofEngland!Unbelievable!(FromanarticleinGunsandAmmobyHarlanCarter)Suggestedanswer.Thewriterbelievesthatgun-ownersaregoodcitizens,andeveryoneshouldbefreetoownguns.Ifwewishtoreducecrime,weshouldnotbanguns,butimposeharsherpunishmentsforcriminals.Inaparagraphofnotmorethan100words,saysimplywhatthewitnessesthoughthappened,andwhatreallyhappened.AséanceAgoodexampleofthistechniqueofinvestigatingthereliabilityofreportsisanexperimentreportedbyS·JDavey.Hewasinterestedinthekindofphenomenareportedduringséancesand,usingquitesimpletrickery,whichhehadplannedinadvance,hereproducedsomeoftheeffectspopularamongthemediumsoftheday.Hisaudienceswereaskedtowritedownaccountsofwhattheyhadwitnessed,andtheseobservationswerethencomparedwithwhatactuallyhappened.Hereisareportwrittenbyonewitnessofsuchaséance.`Onenteringthedining-roomwheretheséancewasheld’,sothereportruns,everyarticleoffurniturewassearchedandMr.Daveyturnedouthispockets.Thedoorwaslockedandseated,thegasturnedout,andtheyallsatroundthetableholdinghands,includingMrDavey.Amusicalboxonthetableplayedandfloatedabout.Knockingswereheardandbrightlightsseen.Theheadofawomanappeared, camecloseanddematerialized.Ahalf-figureofamanwasseenafewsecondslater.Hebowedandthendisappearedthroughtheceilingwithascrapingnoise..’Anotherwitnessalsodescribedthesearchingoftheroom,thesealingofthedoor,andthedispositionofthemediumandsittersroundthetable.themediumandsittersroundthetable,Sheallegedthatafemaleheadappearedinastronglightandafterwardsabeardedmanreadingabook,whodisappearedthroughtheceiling.A11thewhileMr.Davey’shandswereheldtightlybythesittersoneitherside,andwhenthegaswasrelitthedoorwasstilllockedandthesealunbroken.Athirdwitness’saccountwasevenmoresensational.Hereportedthat‘nothingwaspreparedbeforehand,theséancewasquitecasual’.Havingdescribedthelockingandsealingofthedoor,hewentontosaythathewastouchedbyacold,clammyhandandheardvariousraps.Afterthathesawabluish-whitelightwhichhoveredovertheheadsofthesittersandgraduallydevelopedintoanapparitionthatwas‘frightfulinitsugliness,butsodistinctthateveryonecouldseeit....Thefeaturesweredistinct...akindofhoodcoveredthehead,andthewholeresembledtheheadofamummy’.Afterthisanevenmorewonderfulspiritappeared.ItbeganwithastreakoflightanddevelopedbydegreesintoabeardedmanofOrientalappearance.Hiseyeswerestonyandfixed,withavacantlistlessexpression.Attheendoftheséancethedoorwasstilllockedandthesealwasintact.Somuchforsomeofthereports.Nowforthereality.Theséancewasnotacasualaffairatall,buthadbeencarefullyrehearsedbeforehand.Atthebeginning,MrDaveywentthroughthemotionofapparentlylockingthedoor,butheturnedthekeybackagainsothatthedoorwasactuallyleftunlocked.The‘props’forthematerializationshadbeenstowedawayinacupboardunderneathabookshelf;thiswasnotlookedintobythewitnesseswhosearchedtheroombecause,justastheywereabouttodoso,MrDaveydivertedtheirattentionbyemptyinghispocketstoshowthathehadnothinghiddenonhisperson.Thephenomenawereproducedbyaconfederatewhocameinbytheunlockeddoorafterthelightshadbeenturnedout,andwhilethemusicalboxwasplayingloudlytodrownthenoiseofhisentry.The‘apparitionoffrightfulugliness’wasamaskdrapedinmuslinwithacardboardcollarcoatedwithluminouspaint.Thesecondspiritwastheconfederatehimself,standingonthebackofMrDavey’schair,hisfacefaintlyilluminatedbyphosphorescentlightfromthepagesofabookhewasholding.Theraspingnoisemadewhenthespiritsseemedtodisappearthroughtheceilingwascausedaccidentally,butinterpretedbythewitnessesaccordingtotheirconceptionofwhatwashappening.Whenthelightwasturnedonthegummedpaperthathadbeenusedtosealthedoorhadfallenoff,butMrDaveyquicklypresseditbackintopositionandthencalledthewitnesses’attentiontothefactthatitwas‘stillintact.’MrDavey’sperformancesweresoconvincingthatsomeleadinginvestigators,includingthebiologistA.R.Wallace,F.R.S.,refusedtobelievehimwhenhesaidthathehadnomediumisticpowersandithadallbeendonebytrickery.Ineffecttheconjurerwaschallengedtoprovethathewasnotamedium!(FromSenseandNonsenseinPsychologybyH.J.EysenckSuggestedanswer.Thewitnessesthoughttheroomwaslocked,andthattheywerealonewithMrDavey.Theybelievedthattheysawvarioussupernaturalphenomena,suchasthespiritsofamanandawoman,accompaniedbystrangelightsandnoises.Infact,thedoorwasnotlocked,andtheeffectswereproducedbyacolleagueofMrDaveywhocameintotheroomundercoverofdarknessandthenoiseofthemusicalbox.HeusedmaterialswhichhadbeenhiddeninacupboardthatwasnotsearchedbecauseMrDaveydistractedpeople’sattentionatacrucialmoment.Readthefollowingtextandmakenotes.HOWCHILDRENFAILMostchildreninschoolfail.Foragreatmanythisfailureisavowedandabsolute.Closetofortypercentofthosewhobeginhighschooldropoutbeforetheyfinish.Forcollegethefigureisoneinthree.Manyothersfailinfactifnotinname.Theycompletetheirschoolingonlybecausewehaveagreedtopushthemupthroughthegradesandoutoftheschools,whethertheyknowanythingornot.Therearemanymoresuchchildrenthanwethink.Ifwe'raiseourstandards'muchhigher,assomewouldhaveusdo,wewillfindoutverysoonjusthowmanythereare.Ourclassroomswillbulgewithkidswhocan'tpassthetesttogetintothenextclass.Butthereisamoreimportantsenseinwhichalmostallchildrenfail:exceptforahandful,whomayormaynotbegoodstudents,theyfailtodevelopmorethanatinypartofthetremendouscapacityforlearning,understanding,andcreatingwithwhichtheywerebornandofwhichtheymadefulluseduringthefirsttwoorthreeyearsoftheirlives.Whydotheyfail?Theyfailbecausetheyareafraid,bored,andconfused.Theyareafraid,aboveallelse,offailing,ofdisappointingordispleasingthemanyanxiousadultsaroundthem,whoselimitlesshopesandexpectationsforthemhangovertheirheadslikeacloud.Theyareboredbecausethethingstheyaregivenandtoldtodoinschoolaresotrivial,sodull,andmakesuchlimitedandnarrowdemandsonthewidespectrumoftheirintelligence,capabilities,andtalents.Theyareconfusedbecausemostofthetorrentofwordsthatpoursovertheminschoolmakeslittleornosense.Itoften flatly contradictsotherthingstheyhavebeentold,andhardlyeverhasanyrelationtowhattheyreallyknow-totheroughmodelofrealitythattheycarryaroundintheirminds.Howdoesthismassfailuretakeplace?Whatreallygoesonintheclassroom?Whatarethesechildrenwhofaildoing?Whatgoesonintheirheads?Whydon'ttheymakeuseofmoreoftheircapacity?Thisbookistheroughandpartialrecordofasearchforanswerstothesequestions.ItbeganasaseriesofmemoswrittenintheeveningstomycolleagueandfriendBillHull,whosefifth-gradeclassIobservedandtaughtinduringtheday.Laterthesememosweresenttootherinterestedteachersandparents.Asmallnumberofthesememosmakeupthisbook.Theyhavenotbeenmuchrewritten,buttheyhavebeeneditedandrearrangedunderfourmajortopics:Strategy;FearandFailure;RealLearning;andHowSchoolsFail. Strategy dealswiththewaysinwhichchildrentrytomeet,ordodge,thedemandsthatadultsmakeontheminschool. FearandFailuredealswiththeinteractioninchildrenoffearandfailure,andtheeffectofthisonstrategyandlearning. RealLearning dealswiththedifferencebetweenwhatchildrenappeartoknoworareexpectedtoknow,andwhattheyreallyknow. HowSchoolsFail analysesthewaysinwhichschoolsfosterbadstrategies,raisechildren'sfears,producelearningwhichisusuallyfragmentary,distorted,andshort-lived,andgenerallyfailtomeettherealneedsofchildren.Thesefourtopicsareclearlynotexclusive.Theytendtooverlapandblendintoeachother.Theyare,atmost,differentwaysoflookingatandthinkingaboutthethinkingandbehaviourofchildren.Itmustbemadeclearthatthebookisnotaboutunusuallybadschoolsorbackwardchildren.Theschoolsinwhichtheexperiencesdescribedheretookplaceareprivateschoolsofthehigheststandardsandreputation.Withveryfewexceptions,thechildrenwhoseworkisdescribedarewellabovetheaverageinintelligenceandare,toalloutwardappearances,successful,andontheirwayto'good'secondaryschoolsandcolleges.Friendsandcolleagues,whounderstandwhatIamtryingtosayabouttheharmfuleffectoftoday'sschoolingonthecharacterandintellectofchildren,andwhohavevisitedmanymoreschoolsthanIhave,tellmethattheschoolsIhavenotseenarenotabitbetterthanthoseIhave,andveryoftenareworse.Howchildrenfail byJohnHolt,Pitman,1965Suggestedanswer.HOWCHILDRENFAILMostchildreninschoolfail.lHighSchool-fortypercentlCollege-thirtythreepercent.lOthersinfactifnotname-completebecausepushed,knowanything???lBut,moreimportantly,failtodevelopfullcapacityforlearning.Why?Failbecause:afraid,bored,andconfused.lafraidoffailing,disappointingadultslboredbecausetheygiventrivial,dull,thingstodolconfusedbecausemostofschoolmakeslittleornosense,flatlycontradictsotherthings,norelationtowhattheyreallyknowHow?Searchforanswerstoquestions:lStrategy-waysinwhichchildrentrytomeet,ordodge,thedemandsmadeonthemlFearandFailure-interactioninchildrenoffearandfailure,+effectonstrategyandlearning.lRealLearning-compareswhatchildrenappeartoknowwithwhatreallyknow.lHowSchoolsFail-ways:schoolsfosterbadstrategies;raisechildren'sfears;producefragmentary,distorted&short-livedlearning;failtomeetrealneedsReadthefollowingtextquicklyandanswerthequestions.1.WhenwereX-raysdiscovered?2.Whodiscoveredthem?3.WhatarethefourcharacteristicsofX-rays?TheDiscoveryofX-raysExceptforabriefdescriptionoftheComptoneffect,andafewotherremarks,wehavepostponedthediscussionofX-raysuntilthepresentchapterbecauseitisparticularlyconvenienttotreatX-rayspectraaftertreatingopticalspectra.AlthoughthisorderingmayhavegiventhereaderadistortedimpressionofthehistoricalimportanceofX-rays,thisimpressionwillbecorrectedshortlyaswedescribethecrucialroleplayedbyX-raysinthedevelopmentofmodernphysics.X-rayswerediscoveredin1895byRoentgenwhilestudyingthephenomenaofgaseousdischarge.Usingacathoderaytubewithahighvoltageofseveraltensofkilovolts,henoticedthatsaltsofbariumwouldfluorescewhenbroughtnearthetube,althoughnothingvisiblewasemittedbythetube.Thiseffectpersistedwhenthetubewaswrappedwithalayerofblackcardboard.Roentgensoonestablishedthattheagencyresponsibleforthefluorescenceoriginatedatthepointatwhichthestreamofenergeticelectronsstrucktheglasswallofthetube.Becauseofitsunknownnature,hegavethisagencythename X-rays. HefoundthatX-rayscouldmanifestthemselvesbydarkeningwrappedphotographicplates,dischargingchargedelectroscopes,aswellasbycausingfluorescenceinanumberofdifferentsubstances.HealsofoundthatX-rayscanpenetrateconsiderablethicknessesofmaterialsoflowatomicnumber,whereassubstancesofhighatomicnumberarerelativelyopaque.RoentgentookthefirststepsinidentifyingthenatureofX-raysbyusingasystemofslitstoshowthat(1) theytravelinstraightlines, andthat(2) theyareuncharged, becausetheyarenotdeflectedbyelectricormagneticfields.ThediscoveryofX-raysarousedtheinterestofallphysicists,andmanyjoinedintheinvestigationoftheirproperties.In1899HagaandWindperformedasingleslitdiffractionexperimentwithX-rayswhichshowedthat(3) X-raysareawavemotionphenomenon, and,fromthesizeofthediffractionpattern,theirwavelengthcouldbeestimatedtobe10-8 cm.In1906Barklaprovedthat(4) thewavesaretransverse byshowingthattheycanbepolarizedbyscatteringfrommanymaterials.Thereis,ofcourse,nolongeranythingunknownaboutthenatureofX-rays.Theyareelectromagneticradiationofexactlythesamenatureasvisiblelight,exceptthattheirwavelengthisseveralordersofmagnitudeshorter.Thisconclusionfollowsfromcomparingproperties1through4withthesimilarpropertiesofvisiblelight,butitwasactuallypostulatedbyThomsonseveralyearsbeforeallthesepropertieswereknown.ThomsonarguedthatX-raysareelectromagneticradiationbecausesuchradiationwouldbeexpectedtobeemittedfromthepointatwhichtheelectronsstrikethewallofacathoderaytube.Atthispoint,theelectronssufferveryviolentaccelerationsincomingtoastopand,accordingtoclassicalelectromagnetictheory,allacceleratedchargedparticlesemitelectromagneticradiations.WeshallseelaterthatthisexplanationoftheproductionofX-raysisatleastpartiallycorrect.Incommonwithotherelectromagneticradiations,X-raysexhibitparticle-likeaspectsaswellaswave-likeaspects.ThereaderwillrecallthattheComptoneffect,whichisoneofthemostconvincingdemonstrationsoftheexistenceofquanta,wasoriginallyobservedwithelectromagneticradiationintheX-rayregionofwavelengths.AnswersReadthefollowingtextquicklyandanswerthequestions.1.WhenwereX-raysdiscovered?2.Whodiscoveredthem?3.WhatarethefourcharacteristicsofX-rays?1.18952.Roentgen3.1.theytravelinstraightlines2.theyareuncharged3.theyareawavemotionphenomenon4.thewavesaretransverseSectionDTranslatethefollowingpassageintoChinese:Whenyouareresearching,writedowneveryidea,fact,quotation,orparaphraseonaseparateindexcard.Small(5"by3")cardsareeasiesttoworkwith.Whenyou'vecollectedallyourcards,reshufflethemintothebestpossibleorder,andyouhaveanoutline,thoughyouwillundoubtedlywanttoreducethisoutlinetotheessentialpointsshouldyoutranscribeittopaper.Ausefulalternativeinvolvesusingbothwhiteandcolouredcards.Whenyoucomeupwithapointthatyouthinkmaybeoneofthemainpointsinyouroutline,writeitatthetopofacolouredcard.Puteachsupportingnoteonaseparatewhitecard,usingasmuchofthecardasnecessary.Whenyoufeelready,arrangethecolouredcardsintoaworkableplan.Someofthepointsmaynotfitin.Ifso,eithermodifytheplanorleavethesepointsout.Youmayneedtofillgapsbycreatingnewcards.Youcanshuffleyoursupportingmaterialintotheplanbyplacingeachofthewhitecardsbehindthepointithelpssupport.当你正在研究,写下每一个想法,事实上,报价,或意译在单独的索引卡。小(5“3”)卡是最容易处理。当你收集你所有的卡片,重组成最好的订单,和你有一个轮廓,但毫无疑问,你会想要减少这个大纲的基本分应该你抄写在纸上。一个有用的替代涉及使用两个白色和彩色卡片。当你想出一个点,你认为可能是一个主要的点在你的轮廓,把它写在顶部的彩色卡片。把每个支持注意在单独的白卡,使用尽可能多的卡片是必要的。当你觉得准备好了,安排彩色卡片到一个可行的计划。其中一些观点可能不适合。如果是这样,要么修改计划或离开这些指出。你可能需要通过创建新卡片填补空白。你可以洗你的支持材料到计划通过将每个白卡后面的点它帮助支持。