最新英语课文翻译

，

在将来也许会成为环保主义者的梦想住宅。它拥有地热、有机花园、竹 子地板（因为竹子长得快）和符合

美国能源之星环保标准的设备。有了室外的太阳能板和 室内的能源节约技术，这间屋子产生的能源比它所

消耗的能源多

6

到

10

倍。

一年以后，

“

绝壁村舍

”

将向外界开放。

此后，

该建筑将变成学校的可持续发 展中心，

该中心将开设一系列关于绿色生活的课程。

Green buildings are also cropping up on campuses, from Duke with its green-

roofed “Smart Home” (a dorm that

also functions as a laboratory for green living) to the new University of California, Merced, where all the buildings

meet the exacting standards of the U.S. Green Building Council. One of the most unusual projects is at Furman

University in Greenville, S.C. In June 2008, the college opened a solar-powered showcase home called Cliffs

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Cottage in conjunction with Southern Living magazine. At 3,400 square feet, it could be an environmentalist’s

trophy home. It features geothermal heating, organic gardens, bamboo flooring (since bamboo is quick-growing)

and ENERGY STAR appliances. The house generates 6 to 10 times more energy than it uses, thanks to solar panels

outside and energy-sparing technologies within. For a year, Cliffs Cottage will be open to the public. After that, it

will become Furman’s Center for Sustainability,

with classes on green living.

【

4

】 对于那些想要找寻更严谨的方法来研究环境的人来说，选择是很多的。科罗拉多州立大学开设了

< br>100

多门涉及了从工程学到大气科学等领域的课程。科罗拉多州立大学校长拉里

·

爱德华

·

彭 利说：

“

学生们可以

和那些致力于减缓 气候变化和制造新能源的教授们一起学习和工作。

”

几年前，< /p>

工程学专业的学生们就提出

了改造雪上汽车中二冲程发动机的方法 ，

此方法可以使汽车更环保，

更节能。

一家名为

Envirofit

国际集团的

公司正在亚洲地区销售这种技术，以帮助减少机动人力车带来的污染。当科罗拉多州立大学巨大的风力田

建成后，学生们也将能够参与相关的多领域研究项目。

For those seeking more-

rigorous ways to study the environment, there’s no lack of options. Colorado State

University offers more than 100 courses in fields from engineering to atmospheric science. “Students can work

with professors who are engaged in the latest ideas on reducing climate change and producing new energy

sources,” says CSU president Larry Edward Penley. Several years ago, engineering students came up with a way to

retrofit two-stroke engines on snowmobiles, making for cleaner, more efficient machines. A company called

Envirofit International is now marketing the technology in Asia to help cut pollution from auto rickshaws. Students

will also be able to help with multiple research projects at the huge new wind farm CSU is building.

【

5

】

能给人们提供学习机会的不仅仅是自然科学。

位于宾夕法尼亚州卡莱尔的 迪金森学院在政治系和历史

系开设了

70

多门与环保相关的课程。环境历史学家杰里米

·

维特尔说：< /p>

“

人类改造了环境，环境也影响着人

类事 件。

”

他提到了

20

< br>世纪

30

年代的沙尘暴时期，当恶劣的沙尘暴毁坏了大量 的农田后，政府不得不介入表

层土的保护问题。福尔曼大学甚至还在核心课程里增加了环 保方面的课程，如可持续企业，环境写作等课

程。福尔曼大学还每年提供高达

美元的奖学金给那些热衷于环保工作的学生。

It’s not just the sciences that offer opportunities for study. Dickinson College in Carlisle, Pennsylvania, has more

than 70 classes in departments like policy studies and history. “Humans have transformed the environment, and the

environment has affected

human events,” says environmental historian Jeremy Vetter. He points to the Dust Bowl

of the 1930s, when severe dust storms devastated so much farmland that the government stepped in to help save

topsoil. Furman has even added a core- curriculum requirement for environmental studies, with classes like The

Sustainable Corporation and Environmental Writing. And the college offers scholarships of up to $$7,500 a year to

environmentally active students.

【

6

】

很多学生的最 终目标是把他们在环保方面的经验应用到实习和工作中。

对于迪金森学院

08

届毕业生玛

吉

·

斯通卡什来说，那意味着她将花

6

个月的时间参 与管理学校

15

英亩（

60 702. 8

平方米）的有机农田。她和

同事们会开展实地考察旅行，到像 罗德研究所那样的地方去参观。罗德研究所是可持续发展农场的典范，

在它周围的农场中 饲养了完全食草的牛，他们还运用免耕技术来保护表层土壤。在那里他们充分体验着沉

浸 式的农场生活（他们住在圆顶帐篷中

——

一种宽大的，圆形的蒙 古族风格的帐篷，那是一个用太阳能作

能源并且没有电网的地方）

。斯通卡什说：

“

我热爱有机耕作，因为这是人们恢复可持续 生活方式的一个渠

道。

”

Ultimately, the goal for many students will be to translate their experiences into internships and jobs. For Maggie

Stonecash, a 2008 Dickinson graduate, that means spending six months helping to manage the college’s 15

-acre

organic farm. She and her fellow interns take field trips to places like the Rodale Institute, which is a leader in

sustainable farming, and to nearby farms that raise grass-

fed beef or use “no till” practices to spare the topsoil.

They live on the farm for “full immersion” (and they live in yurts —

large, round Mongolian-style tents, which are

solarpowered and off the grid). “I feel passionate about organic farming as a way to help bring back a sustainable

lifestyle,” Stonecash says.

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New Experiencing English Book4

Unit3

全球竞争力：大学生需要的知识和技能

【

1

】

就国家安全、

环境的可持续发展以及经济发展而言，无论是国家的所为还是我们的日常生活都与境外

< br>政府、商业团体以及个人有着千丝万缕、错综复杂的联系。

In matters of national security, environmental sustainability, and economic development, what we do as a nation

and in our everyday lives is inextricably intertwined with what governments, businesses, and individuals do

beyond our borders.

【

2< /p>

】

这样的现实能帮助我们更加清楚地定义教育的职责：

让

他 们成为

21

世纪我们国家需要的公民、劳动者以及领导者。对学 校来说其紧迫任务就是要培养真正了解世

界的人才

——

了解不同地区的文化，了解不同 地区的语言以及不同地区的经济、环境和社会体系运行方

式。

This new reality helps us more clearly define the role that education must play in preparing all students for success

in an interconnected world and creating the citizens, workers and leaders our nation needs in the 21st century. It's

an urgent call for schools to produce students that actually know something about the world

—

its cultures,

languages and how its economic, environmental and social systems work.

【

3

】

经过仔细推敲和斟酌，

我们在此处给出了全球竞争力的定义：全球竞争力是一种能够理解全球化的意

义并能为之采取行动的能力和素养。此概念清晰地诠释了

21

世纪学生需要的知识和技能。

A process of careful articulation and vetting yielded the definition of global competence here proposed: Global

competence is the capacity and disposition to understand and act on issues of global significance. It articulates the

knowledge and skills students need in the 21st century.

【

< br>4

】探究世界。具有全球竞争力首先须具备探究世界的意识，要对世界充满好奇， 并且有兴趣去认知世界

并了解它如何运行。具有这种能力的学生能够提出具有批判性的问 题，并能对这些可研究的问题进行探索

——

这些问题可能没有唯 一的正确答案，但它们却需要人们在知识上和情感上进行全面系统地投入。他们

提出的问 题具有全球化的重要意义，所涉及的重要现象和重大事件，无论源于地方社区，还是源于世界其

< br>他地区，都是全世界相关的。

Investigate the World. Global competence starts by being aware, curious, and interested in learning about the world

and how it works. Globally competent students ask and explore critical questions and “researchable” problems —

problems for which there may not be one right answer, but

can

be

systematically

engaged

intellectually

and

emotionally.

Their

questions

are

globally significant, questions that address important phenomena

and events that are relevant world wide

—

in their own community and in communities across the globe.