翻译题
When Kelsey Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla, Washington, in the fall, her mother was struggling with drug addiction. She was angry, depressed, and suicidal. Her traumatized brain had little room to focus on school. Today, much has changed in Kelsey's life. She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college. She is articulate, confident, and happy. Kelsey believes Lincoln changed her life. 【F1】Neuroscience tells us that the brains of kids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation. A major study of Adverse Childhood Experiences (ACEs) by the Centers for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score, the greater the risk in adulthood of chronic disease, mental illness, and premature death. These children also have a far greater future likelihood of either inflicting or being the victim of violence. Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment. 【F2】"Teachers like to tell students that if they work hard they will succeed—that it is in their control to pay attention, do their homework, and perform well in class. But those assumptions don't work for children growing up in high-stress environments, such as those living in poverty," said Jim Sporleder, the former principal of Lincoln. 【F3】At Lincoln, the teachers and staff follow a few deceptively simple rules: Don't take anything the student says personally and don't mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principal's office or a special "quiet room." Later, they inquire about what might be bothering them and ask if they want to talk about it. Such seemingly straightforward techniques are actually based on hard science. 【F4】In contrast to the fight-or-flight response triggered by perceived threats, seemingly minor acts of kindness, such as a few caring words from a teacher or a quick hug, can activate "love hormone." In highly traumatized kids, such simple acts can have an outsized impact. 【F5】In the years following Lincoln's adoption of trauma-informed practices, the school saw a fivefold increase in graduation rates, a threefold increase in students headed to college, 75 percent fewer fights, and 90 percent fewer suspensions.
【答案解析】①本句为复合句，包含that引导的宾语从句。宾语从句中介词短语of kids作从句主语the brains的后置定语。现在分词短语regularly facing significant…toxic stress是the brains of kids的后置定语，说明儿童大脑的状态。②宾语从句中包含两个谓宾结构。第一处使用了被动语态。第二处包含了be likely to do sth．结构。③wired在此表示“对……感到紧张不安”。
【答案解析】①本句为由冒号连接的并列句，冒号后的分句是对a few deceptively simple rules的解释，说明这些看似简单实则不然的规则的具体内涵；冒号后的分句包含两个并列的祈使句。②句首的At Lincoln在句中作地点状语，限定地点范围；句末的with an outburst of your own作方式状语，修饰mirror。③deceptive意为“造成假象的”，deceptively为副词形式，在本句语境中指“表面简单，实则不然”；take…personally为固定搭配，指“因……而感到不快”；mirror作动词时，指“与……一致”。
【答案解析】①本句尽管很长，但实为简单句。句首的介词短语In the years…作时间状语，现在分词短语following…practices作后置定语，修饰years；其中of trauma-informed practices作adoption的后置定语，说明采用了何种做法。②fivefold指的是“五倍的”；suspensions指“学生违纪停学”。