閱讀passage42原文

    For many years, colleges and universities across the United States have sought to increase the numbers of African American, Hispanic and Native American students who pursue scientific careers. Yet the College Board reported in 1999 that underrepresentation of minority students had become even “more intractable.”

    African Americans now constitute 12 percent of the U.S. population yet earned only 1 percent of the doctorates in 1997. Hispanics make up 11 percent of the population but earned 0.9 percent of the 1997 doctorates. Although the numbers of African American and Hispanic students earning bachelor’s degrees in 1996-1997 hit an all-time high, there was a decline in those entering graduate school, according to the American Association for the Advancement of Science. Native Americans also remain underrepresented in the sciences.

    Despite the best of intentions, many programs designed to prepare minority undergraduates for advanced scientific training have had uneven results. Some have been unclear about whether their goal is to produce scientists or just to help minority students graduate. Others have been inadequately funded or lacked institutional commitment; many have never been evaluated rigorously.

    Some programs do succeed in helping minority students graduate and pursue scientific careers. Examples include programs at Xavier University of Louisiana, the University of California, Berkeley, and the University of Maryland, Baltimore County (UMBC). 1）Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    All are being carried out in a legal environment that has become increasingly complex. 2）The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs. HHMI has assisted thousands of minority students through its undergraduate biological sciences education program by awarding more than $476 million to 232 colleges and universities. In 1998, it began requiring its grantees to certify that they are complying with all relevant laws in the conduct of these programs.

[FS:PAGE]    Eugene Cota-Robles, co-chair of the task force that commissioned the College Board report, says colleges and universities must do more to help minority students become scientific leaders. “3）Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    翻閱passage42譯文

    多年來(lái)，全美國(guó)的學(xué)院和大學(xué)一直在尋求增加從事科學(xué)事業(yè)的非洲裔、拉美裔以及美國(guó)土著學(xué)生的人數(shù)。然而，大學(xué)入學(xué)考試委員會(huì)1999年的報(bào)告指出，少數(shù)民族學(xué)生人數(shù)不足的狀況甚至變得更難以應(yīng)付了。

    如今，非洲裔美國(guó)人占美國(guó)總?cè)丝诘?2%，但是他們?cè)?997年獲得博士學(xué)位的人數(shù)只占當(dāng)年博士總?cè)藬?shù)的1%。拉美裔美國(guó)人占美國(guó)人口11%但是他們1997年獲得博士學(xué)位的人數(shù)只占當(dāng)年博士總?cè)藬?shù)的0.9%。根據(jù)美國(guó)科學(xué)促進(jìn)協(xié)會(huì)的數(shù)據(jù)，雖然非洲裔、拉美裔美國(guó)學(xué)生在1996年到1997年期間獲得學(xué)士學(xué)位的人數(shù)創(chuàng)下空前的高紀(jì)錄，但是考入研究生院的學(xué)生人數(shù)卻減少了。從事自然科學(xué)的美國(guó)土著人的人數(shù)仍然不足。

    雖然擁有最好的意圖，但是許多計(jì)劃用來(lái)培養(yǎng)少數(shù)民族大學(xué)生接受先進(jìn)科學(xué)培訓(xùn)的項(xiàng)目取得的結(jié)果卻不相同。對(duì)于其目標(biāo)是培養(yǎng)科學(xué)家還是僅僅幫助少數(shù)民族大學(xué)生畢業(yè)，有些項(xiàng)目一直沒有弄清楚;其他項(xiàng)目一直沒有得到足夠的資金，或者缺少制度上的承諾;很多項(xiàng)目從來(lái)沒有進(jìn)行過嚴(yán)格的鑒定。

    一些項(xiàng)目的確在幫助少數(shù)民族學(xué)生畢業(yè)及從事科學(xué)事業(yè)方面取得了成功。成功的例子報(bào)考路易斯安那州澤維爾大學(xué)的項(xiàng)目、加利福尼亞大學(xué)的項(xiàng)目、伯克利大學(xué)的項(xiàng)目以及巴爾的摩縣的馬里蘭大學(xué)的項(xiàng)目。雖然在重要的方面不盡相同，但是這些項(xiàng)目有一些共同的主要特征，比如明確表達(dá)的宗旨、莊重的制度上的承諾、有效的指導(dǎo)以及強(qiáng)調(diào)在參與者中建立社團(tuán)。

    所有這一切都是在一種合法的環(huán)境中實(shí)施的，而莊重環(huán)境已經(jīng)變得越來(lái)越復(fù)雜了。比如，加利福尼亞大學(xué)現(xiàn)在正根據(jù)蓋州的一項(xiàng)立法開展工作，這項(xiàng)法律禁止加利福尼亞州的資金用于那些為少數(shù)民族學(xué)生計(jì)劃的特別項(xiàng)目，在其他州，法庭的一些案例已經(jīng)導(dǎo)致學(xué)院和大學(xué)重新設(shè)計(jì)或者中止這樣的項(xiàng)目。通過其大學(xué)生生物科學(xué)教育項(xiàng)目給予232所學(xué)院和大學(xué)4.76多億美元，HHMI已經(jīng)援助了書簽民少數(shù)民族學(xué)生，1998年，HHMI開始要求其受讓人保證，在實(shí)施這些項(xiàng)目過程中，他們遵守了所有的相關(guān)法律。

    受托完成大學(xué)入學(xué)考試委員會(huì)報(bào)告的特別工作組聯(lián)合主席尤金-考特-羅伯斯說(shuō)，你和大學(xué)應(yīng)該做更多的工作，以便幫助少數(shù)民族學(xué)生成為科學(xué)界的領(lǐng)袖。到目前為止，每個(gè)從事這種人才輸送途徑的人一直都在考慮，讓更多的學(xué)生上大學(xué)就會(huì)解決這個(gè)問題，考特-羅伯斯說(shuō)，他是圣克魯斯市加利福尼亞大學(xué)的退休生物學(xué)教授，他要求人們付出更大的努力，一遍幫助少數(shù)民族學(xué)生獲得比學(xué)士學(xué)位更高的學(xué)位。

    翻閱passage42長(zhǎng)難句分析

    1)Although different in important respects, these programs share key features, such as clearly articulated objectives, strong institutional commitment, effective mentors and an emphasis on building community among participants.

    【解析】主句“these programs share key features......”。although引導(dǎo)的是讓步狀語(yǔ)從句;such as后面的內(nèi)容是在解釋前面的features。key應(yīng)譯為主要的。articulated譯為表達(dá)的。mentor譯為指導(dǎo);emphasis on 應(yīng)譯為“強(qiáng)調(diào)...”

    【參考譯文】雖然在重要的方面不僅相同，但是，這些項(xiàng)目有一些共同的主要特征，比如明確表達(dá)的宗旨、莊重的制度上的承諾，有效的指導(dǎo)以及強(qiáng)調(diào)在參與者中建立社團(tuán)。

[FS:PAGE]    2)The University of California, for example, now operates under a state law that forbids using state funds for special programs for minority students. In other states, court cases have led colleges and universities to redesign or even drop such programs.

    【解析】主句是“The University of California, for example, now operates under a state law ...;In other states, court cases have led colleges and universities to ...” for example 是插入語(yǔ);under a state law短語(yǔ)做狀語(yǔ);that引導(dǎo)的定語(yǔ)從句修飾law;to redesign...短語(yǔ)做狀語(yǔ)。under a state law應(yīng)譯為“根據(jù)一項(xiàng)州立法;redesign應(yīng)譯為重新設(shè)計(jì);drop應(yīng)譯為中止。

    【參考譯文】比如，加利福尼亞大學(xué)現(xiàn)在正根據(jù)該州的一項(xiàng)立法開展工作，這項(xiàng)法律禁止加利福尼亞州的資金用于那些為少數(shù)民族學(xué)生計(jì)劃的特別項(xiàng)目;在其他州，法庭的一些案例已經(jīng)導(dǎo)致學(xué)院和大學(xué)重新設(shè)計(jì)或中止這樣的項(xiàng)目。

    3)Up to now, everyone working on the pipeline approach has been thinking that bringing more students into college would solve the problem,” he says. Cota-Robles, a professor emeritus of biology at the University of California, Santa Cruz, calls for more effort to help minority students move beyond the bachelor’s degree.

    【解析】主句everyone has been thinking that ....，says Cota—Robles”。working on 短語(yǔ)做定語(yǔ)修飾everyone;that 引導(dǎo)的是賓語(yǔ)從句，從句的主語(yǔ)是bringing more students into college;an emeritus professor...短語(yǔ)是插入語(yǔ)，是在介紹Cota-Robles;and calls for 并列謂語(yǔ)。up to now應(yīng)譯為到目前為止;and calls for是并列謂語(yǔ)。pipeline approach 應(yīng)譯為人才輸送途徑;emeritus應(yīng)譯為退休的;call for 應(yīng)譯為要求、呼吁;move應(yīng)譯為“獲得”。

    【參考譯文】到目前為止，每個(gè)從事這種人才輸送途徑的人一直都在考慮，讓更多的學(xué)生上大學(xué)就會(huì)解決這個(gè)問題”，考特-羅伯斯說(shuō)，他是圣克魯斯市加利福尼亞大學(xué)的退休生物學(xué)教授，他要求人們付出更大的努力，以便幫助少數(shù)民族學(xué)生獲得比學(xué)士學(xué)位更高的學(xué)位。