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“business as usual”.
【解析】本句话的主句是“the manager ?hides?...; this tactic involves...”。“After announcing...”短语做状语，其中的“required”修饰“minimum”；“through delegation”是插入语，“or”引导的是并列成分；“this tactic”指的是前面句子提到的内容；“as...”短语做宾语补语。“do the minimum”应该译为“稍微安抚”；“hide from”应该译为“回避??”；“delegation”应该译为“委派”；“attend”应该译为“从事”；“treat as”应该译为“把??看成??”；“business as usual”应该译为“一切正常”。
【参考译文】宣布完变化并且根据要求稍微安抚之后，管理人员就“回避”变化—— 通过委派或者从事其他工作。这种策略涉及看待变化就像“一切正常”的态度。
4）While avoidance serves a need for the manager in the short run, it destroys the manager?s credibility, and results in poor decisions. The long-term consequence of such action is that the organization tends to deteriorate in terms of morale, effectiveness and productivity.
【解析】本句话的主句是“it destroys the manager?s credibility...the long-term consequence is that...”。“while”引导让步状语从句；“it”指的是“avoidance”；“such action”指的是“avoidance”；“that”引导的是表语从句，其中的“in terms of...”短语做状语。“serve”应该译为“满足”；“destroy”应该译为“损坏”；“poor”应该译为“拙劣的”；“in terms of”应该译为“在??方面”。
【参考译文】虽然回避在短期内满足了管理人员的需要，但是回避损坏了管理人员的信誉，并且会导致拙劣的决定。这种行为产生的长期后果就是，组织的士气低落、工作效率低下、生产率低迷。
Passage 5
Do women tend to devalue the worth of their work? Do they apply different standards to rewarding their own work than they do to rewarding the work of others? These were the questions asked by Michigan State University psychologists Lawrence Messe and Charlene Callahan Levy. 1) Past experiments had shown that when women were asked to decide how much to pay themselves and other people for the same job, they paid themselves less. Following up on this finding, Messe and Callahan Levy designed experiments to test several popular explanations of why women tend to shortchange themselves in pay situations.
One theory the psychologists tested was that women judge their own work more harshly than that of others. The subjects for the experiment testing this theory were men and women recruited from the Michigan State undergraduate student body. The job the subjects were asked to perform for pay was an opinion questionnaire requiring a number of short essays on campus-related issue. After completing the questionnaire, some subjects were given six dollars in bills and change and were asked to decide payment for themselves. Others were given the same amount and were asked to decide payment for another subject who had also completed the questionnaire.
The psychologists found that, as in earlier experiments, the women paid themselves less than the men paid themselves. They also found that the women paid themselves less than they paid other women and less than the men paid the women. The differences were substantial. The average paid to women by themselves was $2.97. The average paid to men by themselves was $4.06. The average paid to women by others was $4.37. In spite of the differences, the psychologists found that the men and the women in the experiment evaluated their own performances on the questionnaire about
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equally and better than the expected performances of others.
On the basis of these findings, Messe and Callahan Levy concluded that women?s attachment of a comparatively low monetary value to their work can?t be based entirely on their judgment of their own ability. 2) Perhaps, the psychologists postulated, women see less of a connection than men do between their work (even when it is superior) and their pay because they are relatively indifferent to receiving money for their work.
? 参考译文及重点词汇 女性往往贬低（devalue）自己的工作价值（worth）吗？她们用不同的标准（standard）奖赏（reward）自己的工作，而对别人的工作却不这样吗？这些问题是密歇根州大学的心理学家（psychologist）劳伦斯·迈斯与查伦·加勒汉·莱维提出来的。过去的实验（experiment）已经表明，当女性被要求（ask）决定同一份工作她们应该支付（pay）自己多少报酬、应该支付别人多少报酬时，她们支付给自己的报酬少一些。基于这一发现（finding），迈斯和莱维设计（design）了一些实验，以检测（test）有关“面对付款的情形（situation），女性为什么往往少付给自己报酬”的几种流行（popular）学说（explanation）。
心理学家检测的一种学说（theory）就是，与判定（judge）别人的工作相比，女性判定自己的工作更苛刻（harshly）。用于检测该学说的实验对象（subject）是从密歇根州大学招来的大学本科生。这些人被要求做（perform）的有偿工作是完成一份意见（opinion）调查表（questionnaire），这份调查表需要（require）大量与校园问题有关的评论（essay）。调查表收集完毕（complete）后，一些人得到了6美元的钞票（bill）和零钱（change），并被要求自己给自己付酬（payment）。另一些人也得到了同样数目（amount）的钞票，他们被要求给另外的人付酬—— 这些人也完成了调查任务。
心理学家发现，如同早期的实验一样，女性支付给自己的报酬比男性支付给自己的报酬少。他们还发现，女性支付给自己的报酬比支付给其他女性的报酬少，也比男性支付给女性的报酬少。差别（difference）是很大的（substantial）。女性支付给自己的平均（average）报酬是2.97美元。她们支付给男性的平均报酬为4.06美元。别人支付给女性的平均报酬为4.37美元。尽管存在差异，但是科学家发现，实验中的男性和女性评估（evaluate）自己在调查活动中的表现（performance）几乎一样，比别人期望（expect）的表现好。
基于（on the basis of）这些发现，迈斯和莱维得出结论（conclude）：女性为她们的工作所付的报酬（monetary value）相对低，这不能完全以她们对自己能力（ability）的判断（judgment）为依据（base on）。心理学家推测，也许，与男性相比，女性认为她们的工作（即使她们的工作级别高（superior）时）与她们的报酬之间的联系（connection）小，因为，她们相对来说不关心（indifferent）工作所得（receive）的报酬。
? 长难句解析 1）Past experiments had shown that when women were asked to decide how much to pay themselves and other people for the same job, they paid themselves less.
【解析】本句话的主句是“Past experiments had shown...”。“that”引导的是宾语从句，其中的“when”引导的是时间状语从句，“how much”引导的是不定式短语。
【参考译文】过去的实验已经表明，当女性被要求决定同一份工作她们应该支付自己多少报酬、应该支付别人多少报酬时，她们支付给自己的报酬少一些。
2）Perhaps, the psychologists postulated, women see less of a connection than men do
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between their work (even when it is superior) and their pay because they are relatively indifferent to receiving money for their work.
【解析】本句话的主句是“women see less of a connection than...”。“the psychologists postulated”是插入语；“than”引导的是比较状语从句；“because”引导的是原因状语从句。“postulate”应该译为“推测”。
【参考译文】心理学家推测，也许，与男性相比，女性认为她们的工作（即使她们的工作级别高时）与她们的报酬之间的联系小，因为，她们相对来说不关心工作所得的报酬。
Passage 6
The estimates of the numbers of home-schooled children vary widely. The U.S. Department of Education estimates there are 250,000 to 350,000 home-schooled children in the country. Home-school advocates put the number much higher—at about a million.
Many public school advocates take a harsh attitude toward home schoolers, perceiving their actions as the ultimate slap in the face for public education and a damaging move for the children. Home schoolers harbor few kind words for public schools, charging shortcomings that range from lack of religious perspective in the curriculum to a herd-like approach to teaching children.
1) Yes, as public school officials realize that they stand little to gain by remaining hostile to the home-school population, and as home schoolers realize they can reap benefits from public schools, these hard lines seem to be softening a bit. Public schools and home schoolers have moved closer to tolerance and, in some cases, even cooperation.
Says John Marshall, an education official, “We are becoming relatively tolerant of home schoolers.” The idea is, “Let?s give the kids access to public schools so they?ll see it?s not as terrible as they?ve been told, and they?ll want to come back.”
Perhaps, but don?t count on it, say home-school advocates. 2) Home schoolers oppose the system because they have strong convictions that their approach to education—whether fueled by religious enthusiasm or the individual child?s interests and natural pace—is the best. “The bulk of home schoolers just want to be left alone,” says Enge Cannon, associate director of the National Center for Home Education. She says home schoolers choose that path for a variety of reasons, but religion plays a role 85 percent of the time.
Professor Van Galen breaks home schoolers into two groups. Some home schoolers want their children to learn not only traditional subject matter but also “strict religious doctrine and a conservative political and social perspective. Not incidentally, they also want their children to learn—both intellectually and emotionally—that the family is the most important institution in society”.
Other home schoolers contend “not so much that the schools teach heresy, but that schools teach whatever they teach inappropriately”, Van Galen writes. “These parents are highly independent and strive to ?take responsibility? for their own lives within a society that they define as bureaucratic and inefficient.”
? 参考译文及重点词汇 对有多少在家接受教育的孩子的人数各家估计（estimate）大不相同（vary）。据美国教
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育部估计，全国有25万到35万个孩子在家接受教育。家庭教育倡导者（advocate）的估计数字要高得多—— 大概为100万。
许多公立（public）学校教育的倡导者对家庭教育者持（take）严厉的（harsh）态度（attitude），认为（perceive）他们的行为（action）是对公共教育的最大打击（slap），是一种对孩子有害的（damaging）行为（move）。家庭教育者对公立学校教育也没有什么好话，他们指责（charge）公立学校存在一些缺点（shortcoming）—— 课程（curriculum）中缺少宗教（religious）内容（perspective），采用一种像放牧式的方法（approach）教育孩子。
然而，由于公立学校的官员认识到（realize）对家庭教育者继续保持（remain）敌对（hostile）态度可能对他们没有什么好处，也由于家庭教育者认识到他们可以从公立学校教育中获得（reap）好处（benefit），所以这两者的强硬（hard）立场（line）似乎缓和（soften）了一点。公立学校和家庭教育者更趋于相互容忍（tolerance），在某些情况下，甚至会合作（cooperation）。
教育官员约翰·马歇尔说：“相对来说，我们在逐渐容忍（tolerant）家庭教育者。”其观念（idea）是，“我们给孩子提供机会接受（give access to）公共教育，这样，孩子就会发现公立学校并不像他们被告知的那么可怕（terrible），他们就会希望回到学校。”
家庭教育倡导者说，也许会这样，但不要有什么指望（count on）。家庭教育者反对（oppose）公立学校教育体系（system），因为他们深信（conviction），他们的教育方法是最好的—— 不论是受宗教激情（enthusiasm）的影响（fuel），还是受孩子个人的兴趣（interest）与天生的节奏（pace）的影响。
国家家庭教育中心副主任恩吉·卡兰说：“大多数家庭教育者只是希望他们不要受到干扰（leave alone）。”她表示，家庭教育倡导者选择（choose）这种教学方式（path）有许多原因（reason），但是85%的情况下是宗教（religion）原因。
万·加琳教授把家庭教育者分为（break）两类。一些家庭教育者希望他们的孩子不仅学习传统的（traditional）科目（subject matter），而且要学习“严格的（strict）宗教教义（doctrine）以及保守的（conservative）政治和社会观念（perspective）。另外，他们也希望自己的孩子认识到，无论从理性还是感性方面看，家庭都是社会中最重要的机构（institution）”。
其他的家庭教育倡导者“并不是太强调（contend）学校传授的是异端邪说，而是强调学校不恰当地传授了它们所传授的知识，”万·加琳写道。“这些家长非常有主见（independent），他们努力在一个社会中为自己的生活‘负责（take responsibility）’—— 他们把这个社会定义（define）为官僚政治、效率低下（inefficient）的社会。”
? 长难句解析 1）Yes, as public school officials realize that they stand little to gain by remaining hostile to the home-school population, and as home schoolers realize they can reap benefits from public schools, these hard lines seem to be softening a bit.
【解析】本句话的主句是“these hard lines seem to be softening...”。本句话中的两个“as”引导的都是原因状语从句；“that”引导的是宾语从句，其中的“by”引导的短语做状语；“they can reap benefits from public schools”是一个省略了引导词的宾语从句。“stand little”应该译为“没有什么好处”；“reap”应该译为“获得”；“hard line”应该译为“强硬立场”。
【参考译文】然而，由于公立学校的官员认识到对家庭教育者继续保持敌对态度可能对他们没有什么好处，也由于家庭教育者认识到他们可以从公立学校教育中获得好处，所以这
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两者的强硬立场似乎缓和了一点。
2）Home schoolers oppose the system because they have strong convictions that their approach to education—whether fueled by religious enthusiasm or the individual child?s interests and natural pace—is the best.
【解析】本句话的主句是“Home schoolers oppose the system...”。“because”引导的是原因状语从句，其中的“that”引导的定语从句修饰“convictions”；破折号里面的内容是在解释“approach to education”。“fuel”应该译为“影响”。
【参考译文】家庭教育者反对公立学校教育体系，因为他们深信，他们的教育方法是最好的—— 不论是受宗教激情的影响，还是受孩子个人的兴趣与天生的节奏的影响。
Passage 7
1) I?ve heard many exasperated students and professionals express a desire to take a speed reading course so they can increase their knowledge at a faster rate, but the information I?ve collected over the last few years leads me to believe that “speed reading” may be less useful than most people think. There are techniques that can be taught to help you move your eyes across a page in a more disciplined and efficient manner. When I taught at the University of Oklahoma, I always spent part of the first class period discussing some of these techniques. Primarily, I tried to make students more aware of how the eye tends to wander (usually backwards and upwards) when reading.
There are other bad reading habits that can be broken through instruction, but you don?t need a formal course to increase your reading speed. For a couple of dollars, you can buy any one of half a dozen books on speed reading. If you practice the techniques outlined in any one of those books, I?m certain you?ll learn to read somewhat faster than you do now. At least you?ll discover what you?re doing is wrong.
Don?t push yourself to read at an extraordinary pace. The claim that you can read and fully comprehend 30,000 to 40,000 words per minute is a gross exaggeration. 2) One researcher proved this in a study in which irrelevant and illogical sentences were added to a passage of writing, the “speed readers” who were tested didn?t notice the irrelevant lines—the non-speed readers spotted them immediately. And about the 40,000-words-per-minute readers. It was said that President Kennedy read three or four major daily newspapers each morning in just a few minutes. But he probably obtained all the information he needed from the headlines and topic paragraphs. 3) I wish I could have tested him after he completed his daily newspaper reading. I?m willing to bet he would not have known most details revealed in the body of the articles—except for those in stories he read completely. I suspect that?s also true of most persons who make claims to great reading speeds. I?ve never taken one of the reading courses that promise to increase your reading pace astronomically, but I?ve spoken at length to many persons who have. Virtually all of them felt the courses had been helpful but, in the long run, didn?t make them faster readers.
? 参考译文及重点词汇 我听说许多恼怒的学生与专业人士（professional）都表达（express）了希望上快速（speed）阅读课程（course）的愿望（desire），这样他们就可以更快地增长（increase）知识（knowledge）。
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