[考研类试卷]考研英语(翻译)模拟试卷4.doc

[考研类试卷]考研英语（翻译）模拟试卷4

Part C

Directions: Read the following text carefully and then translate the underlined segments into Chinese. (10 points)

0 Even though researchers have suggested that less than 10% of families with adolescents experience serious relationship difficulties and that only 15 —30% of adolescents experience serious developmental difficulties, adolescence has long been characterized by developmental theorists as a troubled period charged by hormonal factors which contribute to fluctuations in adolescent behaviors.【F1】Since G. Stanley Hall' s characterization of the adolescent period as one of \many theorists have portrayed adolescence as a troubled and unique period of the life cycle, and have continued to describe adolescents as incapable of rational thought and whose behaviors are in constant conflict with family and societal norms.

In particular, the predominant theoretical views that have evolved since the early twentieth century have conceptualized \characteristics:(a)parent-adolescent conflict,(b)emotional moodiness, and(c)risk-taking behaviors.【F2】The views of adolescents voiced by parents, teachers, and even health professionals, and presented in the media and in fictional literature, have perpetuated the stereotypic portrayal of adolescents as moody, emotional, and rebellious.

Much of the early research on adolescence was based on those adolescents whose behaviors were likely to gain attention, thereby confirming the view of a non-diverse population of adolescents engaged in stormy and stressful behaviors.【F3】Current research, however, has reexamined adolescent moods and behaviors and does not tend to support a prevalent rebellious characterization of the typical adolescent, nor does it

support storm and stress as universal and inevitable. Instead, low to moderate levels of con-flictual behavior, moodiness, and risk-taking have been found to be more normative outcomes of the transitions of adolescence.

【F4】In particular, research on parent-adolescent conflict has shown that the progression to becoming an autonomous individual does not typically involve stress and anxiety, and any emotional detachment does not necessarily involve behaviors that reject parental values.【F5】Adolescents' demonstrations of autonomy may compete with conventional parenting goals of household management, expectations, standards, and discipline, and contribute to increased parental efforts to delay the adolescent search for satis-faction in order to conform to family and social rules. Family conflict may increase in early adolescence and its frequency may be highest during this time, but these

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disagreements involve minor issues and are not long-lasting and pervasive. Most conflict is related to household responsibilities and privileges and involves small issues rather than basic values. Smetana and Gaines summarized the views of many researchers by noting that parent-adolescent conflicts are common, but they are usually over trivial issues and rarely reach levels that could be interpreted as severe.

1 【F1】

2 【F2】

3 【F3】

4 【F4】

5 【F5】

5 The world wide web began as a platform for information, communication, and entertainment. It's now emerging as a powerful social medium, in which people build communities of new friends with whom they form personal and emotional bonds.【F1】One has to be concerned about this seemingly harmless exercise in networking,

however, if these bond with people known only to the imagination—typically anonymous, sometimes misrepresented, and never accountable—interfere with or replace real

intimacies, particularly in those who are in a formative stage of social development. Researchers at the Annenberg School Center for the Digital Future at the University of Southern California were taken by surprise when their latest survey found that more than 40 percent of users feel that their online friends are every bit as important to them as their real-life ones.

【F2】Beyond communities of presumably real people is the Internet game world, in which emotional contacts are made in three-dimensional virtual reality with fantasy people in fantasy places. Cyberpsy-chologists will tell you that such environments can be so real as to be used in therapy to modify behavior. But safety issues are a

foremost concern. San Diego physician Mark Wiederhold, editor-in-chief of the medical journal CyberPsychology and Behavior, has been studying how soldiers returning from Iraq with post-traumatic stress disorder fare using programs in which their embodiments wander a virtual Baghdad filled with haunting signals and triggers.【F3】The experience can be so vivid, that it causes strong emotional reactions that might not be brought out in more traditional therapy.

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Little is known about what might be similar safety concerns related to games in which young people create embodiments and interact freely in vivid imaginary worlds, largely unsupervised.【F4】Sometimes the play involves any number oj supercharged violent or objectionable actions against other imaginary bit mans—taken without regret or empathy or personal consequence. To be sure, there is disagreement on the impact of such experiences. Some psychologists argue that they might encourage the behavior in the real world; others that it has no effect and may even be a way to drain off aggressive feelings.

As Harvard cyber-researcher and psychiatrist Steven Locke acknowledges, we've only scratched the surface when it comes to understanding how imaginary experiences that are so vividly realistic might affect brain development in children. We know that real ones do. We also have to consider a broader but more subtle risk.【F5】For some kids, a dependence on virtual human interactions, be they with real or with fantasy people, might influence their evolving social intelligence, affecting whom they trust and how they set expectations, how they deal with both affirmation and rejection, and how they give and receive emotional support.

6 【F1】

7 【F2】

8 【F3】

9 【F4】

10 【F5】

10 \contemporary life discourses.【F1】As capital becomes more globalised and national economies increasingly integrated on a global basis, flexibility becomes both a key goal in. and a means of, maintaining and increasing economic competitiveness. Organizations are expected to respond flexibly and rapidly to market changes and a premium is now placed on the need for flexibility not only within workplaces hut also between them. Within this context are located interlinking discourses of flexible

organizations, flexible workers and a consequent perceived need amongst managers for flexible structures, modes and contents of learning to service these organizations and workers.

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