BPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese./B

the Revolution of 1911

B英译汉/B

中国曾长期实行高度集中的计划经济，把计划看成是绝对的，束缚了生产力的发展。这场金融危机使我们看到，市场也不是万能的，一味放任自由，势必引起经济秩序的混乱和社会分配的不公，最终受到惩罚。真正的市场化改革，决不会把市场机制与国家宏观调控对立起来。既要发挥市场这只看不见的手的作用，又要发挥政府和社会监管这只看得见的手的作用。两手都要硬，两手同时发挥作用，才能实现按照市场规律配置资源，也才能使资源配置合理、协调、平衡、可持续。

21世纪头20年，是中国全面建设小康社会。加快推进社会主义现代化的重要战略机遇期，也是中国旅游业发展的有利时期。我们要把旅游业培育成为中国国民经济的重要产业，合理保护和利用旅游资源，努力实现旅游业的可持续发展。中国政府欢迎各国朋友到中国旅游观光，我们将全力保障广大旅游者健康和安全；同时鼓励更多的中国人走向世界。我们愿同各国广泛开展合作，推动世界旅游业的发展。

BPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese./B

论文答辩

Three passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and thither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair.I have sought love, first, because it brings ecstasy—ecstasy so great that I would often have sacrificed all the rest of life for a few hours for this joy. I have sought it, next, because it relieves loneliness—that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poets have imagined. This is what I sought, and though it might seem too good for human life, this is what—at last—I have found.With equal passion I have sought knowledge. I have wished to understand the hearts of men. And I have tried to apprehend the Pythagorean power by which number holds sway above the flux. A little of this, but not much, I have achieved.Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people a hated burden to their sons, and the whole world of loneliness , poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I cannot, and I too suffer.This has been my life. I have found it worth living, and would gladly live it again if the chance were offered me.

take charge of

real estate market

Reforming Education —The great schools revolution Education remains the trickiest part of attempts to reform the public sector. But as ever more countries embark on it, some vital lessons are beginning to be learned Sep 17th 2011|DRESDEN, NEW YORK AND WROCLAW| from the print edition From Toronto to Wroclaw, London to Rome, pupils and teachers have been returning to the classroom after their summer break. But this September schools themselves are caught up in a global battle of ideas. In many countries education is at the forefront of political debate, and reformers desperate to improve their national performance are drawing examples of good practice from all over the world. Why now? One answer is the sheer amount of data available on performance, not just within countries but between them. In 2000 the Programme for International Student Assessment (PISA) at the OECD, a rich-country club, began tracking academic attainment by the age of 15 in 32 countries. Many were shocked by where they came in the rankings. (PISA's latest figures appear in table 1.) Other outfits, too, have been measuring how good or bad schools are. McKinsey, a consultancy, has monitored which education systems have improved most in recent years. Technology has also made a difference. After a number of false starts, many people now believe that the internet can make a real difference to educating children. Hence the success of institution like America's Kahn Academy (see article). Experimentation is also infectious; the more governments try things, the more others examine, and copy, the results. Above all, though, there has been a change in the quality of the debate. In particular, what might be called "the three great excuses" for bad schools have receded in importance? Teachers' union have long maintained that failures in Western education could be blamed on skimpy government spending, social class and cultures that did not value education. All these make a difference, but they do not determine outcomes by themselves. The idea that good schooling is about spending money is the one that has been beaten back hardest. Many of the 20 leading economic performers in the OECD doubled or tripled their education spending in real terms between 1970 and 1994, yet outcomes in many countries stagnated—or went backwards. Educational performance varies widely even among countries that spend similar amounts per pupil. Such spending is highest in the United States—yet America lags behind other developed countries on overall outcomes in secondary education. Andreas Schleicher, head of analysis at PISA, thinks that only about 10% of the variation in pupil performance has anything to do with money. Many still insist, though, that social class makes a difference. Martin Johnson, an education trade unionist, points to Britain's "inequality between classes, which is among the largest in the wealthiest nations" as the main reason why its pupils under perform. A review of reforms over the past decade by researchers at Oxford University supports him. "Despite rising attainment levels," it concludes, "there has been little narrowing of long standing and sizeable attainment gaps. Those from disadvantaged backgrounds remain at higher risks of poor outcomes." American studies confirm the point; Dan Goldhaber of the University of Washington claims that "non-school factors", such as family income, account for as much as 60% of a child's performance in school.Yet the link is much more variable than education egalitarians suggest. Australia, for instance, has wide discrepancies of income, but came a creditable ninth in the most recent PISA study. China, rapidly developing into one of the world's least equal societies, finished first. Culture is certainly a factor. Many Asian parents pay much more attention to their children's test results than Western ones do, and push their schools to succeed. Singapore, Hong Kong and South Korea sit comfortably at the top of McKinsey's rankings (see table 2). But not only do some Western countries do fairly well; there are also huge differences within them. Even if you put to one side the unusual Asians, as this briefing will now do, many Western systems could jump forward merely by bringing their worst schools up to the standard of their best. So what are the secrets of success? Though there is no one template, four important themes emerge: decentralisation (handing power back to schools); a focus on underachieving pupils; a choice of different sorts of schools; and high standards for teachers. These themes can all betraced in three places that did well in McKinsey's league: Ontario, Poland and Saxony.

E-government

高铁

联合公报

拳头产品

As 56 million children return to the nation" s 133, 000 elementary and secondary schools, the promise of "reform" is again in the air. Education Secretary Arne Duncan has announced $ 4 billion in Race to the Top grants to states whose proposals demonstrated, according to Duncan, " a bold commitment to education reform" and " creativity and innovation [ that is ] breathtaking. " What they really show is that few subjects inspire more intellectual dishonesty and political puffery than "school reform. To be sure, some improvements have occurred in elementary schools. But what good are they if they"re erased by high school? There" s also been a modest narrowing in the high-school achievement gaps between whites, blacks, and Hispanics, although the narrowing generally stopped in the late 1980s. (Average scores have remained stable because, although blacks" and Hispanics" scores have risen slightly, the size of these minority groups has also expanded. This means that their still-low scores exert a bigger drag on the average. The two effects offset each other. )

大学毛入学率

我的意思是通过上网聊天我可以和许多人分享欢乐与幸福。

the Republic of Haiti

They love to read and be read to.