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[阅读小分队] 【每日阅读训练第四期——速度越障12系列】【12-16】文史哲

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发表于 2013-1-5 23:19:28 | 显示全部楼层 |阅读模式
吼吼 终于考完期末了 周一回到G的世界中来!刚把的~~~打到怪兽!~!!!!!
SPEED
[Time1]
Break the limitation of time
Someone surveyed the successes of 100 world celebrities and found a strange phenomenon. That was, their successes didn’t copy the usual model. In the eyes of achiever, there is no limitation of time and space.
    These celebrities include Mozart, Chopin, Edison, Austin, Ford, Churchill and Eubie Blake.
When three, Mozart could play classical piano and memorize period that he only heard once.
When seven, Chopin composed Polonaise in G Minor.
     When ten, Edison built a lab in his father’s basement, embarking on the world’s greatest invention.
     When twenty-one, Austin published her worldly monumental work Pride and Prejudice.
When fifty, Ford adopted progressive assembly line, realizing the mass production of car. In this way, the price of car slumped and it became popular all around the world.
When eighty-one, Churchill resigned from the Primer Minister and went back to the House of Commons. But later he won the election again. It was then that he started to learn drawing and exhibit his works successfully.
    When one hundred, the jazz pianist and composer Eubie Blake held his special concert. Five days before he passed away, he told others:” If I knew I can live so long, I would work harder.”
Many hold the opinion that people should fight for his goal at youth since one is energetic at that time, and with the age growing and no longer energetic, one always feel powerless, the best choice is to settle down. However, the fact is that success has no time limitation to one. People in any age group can have great achievements.
    It is one’s attitude that matters. If one’s heart died, everything would slip away
(271).
[Time2]
'Lost in Thailand' Finds Box-Office Record
The lowbudget Chinese hit 'Lost in Thailand' steamrolled its competition this week to become the highest-grossing mainland film ever and the first local production to break through the one-billion-yuan ($160.4-million) mark at the box office.
   The 30-millionyuan comedy overtook last year's 'Painted Skin: The Resurrection' which earned about 726 million yuan -- as China's top-earning movie in the domestic market, the state-runXinhua news agency said.
   'Lost in Thailand' also sailed past James Cameron's 'Titanic 3D,' which had been 2012's top-earning film at 935 million yuan, according to Xinhua. 'Avatar,' another Cameron blockbuster, still holds the record for the top-grossing movie ever in China at roughly 1.4 billion yuan, Xinhua said.
The 30 million yuan comedy -- which was released Dec. 12 and stars Xu Zheng, Wang Baoqiang and Huang Bo -- is about a pair of co-workers competing to find their company's largest shareholder in Thailand to secure a contract approval.
   The film's success has shaken up the landscape of the movie industry in China, where big-budget historical epics and martial-arts and action films often dominate the box office.
Over the past month, 'Lost in Thailand' has pushed aside several big-name and big-budget movies, including director Feng Xiaogang's 'Back to 1942,' about the Henan province famine that killed up to three million people; Lu Chuan's 'The Last Supper,' an epic drama set at the beginning of the Han Dynasty; 'The Last Tycoon' starring Chow Yun-fat as a gangster in 1930s Japanese-occupied Shanghai; the adventure movie 'CZ12' (also known as 'Chinese Zodiac 12'), with Jackie Chan trying to rescue stolen Chinese art treasures; and director Andrew Lau's 3-D action film 'The Guillotines.'
The success of 'Lost in Thailand' has sparked debate in China over the kinds of entertainment people should be watching: inconsequential lighter fare versus historical dramas. 'We need popcorn, but we also need bitter pills,' the People's Daily said recently on its Sina Weibo microblog.
(317)
[Time3]
Born to Win
 Each human being is born as something new, something that never existed before. Each is born with the capacity to win at life. Each person has a unique way of seeing, hearing, touching, tasting and thinking. Each has his or her own unique potentials---capabilities and limitations. Each can be a significant, thinking, aware, and creative being---a productive person, a winner.
The word “winner” and “loser” have many meanings. When we refer to a person as a winner, we do not mean one who makes someone else lose. To us, a winner is one who responds authentically by being credible, trustworthy, responsive, and genuine, both as an individual and as a member of a society.
Winners do not dedicated their lives to a concept of what they imagine they should be; rather, they are themselves and as such do not use their energy putting on a performance, maintaining pretence and manipulating others. They are aware that there is a difference between being loving and acting loving, between being stupid and acting stupid, between being knowledgeable and acting knowledgeable. Winners do not need to hide behind a mask.
     Winners are not afraid to do their own thinking and to use their own knowledge. They can separate facts from opinions and don’t pretend to have all the answers. They listen to others, evaluate what they say, but come to their own conclusions. Although winners can admire and respect other people, they are not totally defined, demolished, bound, or awed by them.
Winners do not play “helpless”, nor do they play the blaming game. Instead, they assume responsibility for their own lives. They don’t give others a false authority over them. Winners are their own bosses and know it.
     A winner’s timing is right. Winners respond appropriately to the situation. Their responses are related to the message sent and preserve the significance, worth, well-being, and dignity of the people involved. Winners know that for everything there is a season and for every activity a time.
Although winners can freely enjoy themselves, they can also postpone enjoyment, can discipline themselves in the present to enhance their enjoyment in the future. Winners are not afraid to go after what he wants, but they do so in proper ways. Winners do not get their security by controlling others. They do not set themselves up to lose.
      A winner cares about the world and its peoples. A winner is not isolated from the general problems of society, but is concerned, compassionate, and committed to improving the quality of life. Even in the face of national and international adversity, a winner’s self-image is not one of a powerless individual. A winner works to make the world a better place.
(452)
[Time4]
A World of Schoolgirls - Project Syndicate
 NEW DELHI – One of the more difficult questions I found myself being asked when I was a United Nations under-secretary-general, especially when addressing a general audience, was: “What is the single most important thing that can be done to improve the world?”
Illustration by Paul Lachine
It’s the kind of question that tends to bring out the bureaucrat in even the most direct of communicators, as one feels obliged to explain the complexity of the challenges confronting humanity: how no imperative can be singled out over other goals; how the struggle for peace, the fight against poverty, and the battle to eradicate disease must all be waged side by side; and so on – mind-numbingly.
      Then I learned to cast caution to the wind and venture an answer to this most impossible of questions. If I had to pick the one thing that we must do above all else, I now offer a two-word mantra: “educate girls.”
It really is that simple. No action has been proven to do more for the human race than the education of female children. Scholarly studies and research projects have established what common sense might already have told us: if you educate a boy, you educate a person; but if you educate a girl, you educate a family and benefit an entire community.
      The evidence is striking. Increased schooling of mothers has a measureable impact on their children’s health, education, and adult productivity. Children of educated mothers consistently out-perform children with educated fathers and illiterate mothers. Given that, in general, children spend most of their time with their mothers, this is hardly surprising.
      A girl who has had more than six years of education is better equipped to seek and use medical advice, to immunize her children, and to be aware of the importance of sanitary practices, from boiling water to washing hands. A World Health Organization study established that “in Africa, children of mothers who have received five years of education are 40% more likely to live beyond the age of 5.”
     Moreover, a Yale University study showed that the heights and weights for newborn children of women with a basic education were consistently higher than those of babies born to uneducated women. A UNESCO project demonstrated that “each additional year of a mother’s schooling reduces the probability of the infant mortality rate by 5% to 10%”
      The health advantages of education extend beyond childbirth and infant health. AIDS spreads twice as fast, a Zambian study shows, among uneducated girls than among those who have been to school. Educated girls marry later, and are less susceptible to abuse by older men. And educated women tend to have fewer children and space them more wisely, facilitating a higher level of care; women with seven years’ education, according to one study, had 2-3 fewer children than women with no schooling.
(474)
[Time5]
  The World Bank, with its typical mathematical precision, has estimated that for every four years of education, fertility is reduced by about one birth per mother. The reason why the Indian state of Kerala’s fertility rate is 1.7 per couple, whereas Bihar’s is more than four, is that Kerala’s women are educated and half of Bihar’s are not. The greater the number of girls who go to secondary school, the Bank adds, the higher the country’s per capita income growth.
       Moreover, women learn from other women, so uneducated women often emulate educated women’s success. And women spend more of their income on their families, which men do not necessarily do (rural toddy shops in India, after all, thrive on men’s self-indulgent spending habits). And, when educated girls work in the fields, as so many in the developing world must, their schooling translates directly into increased agricultural productivity and to a decline in malnutrition. Educate a girl, and you benefit a community.
       I learned many of these details from my former colleague Catherine Bertini, a 2003 World Food Prize laureate for her tireless and effective work as head of the UN World Food Program. As she put it in her acceptance speech: “If someone told you that, with just 12 years of investment of about $1 billion a year, you could, across the developing world, increase economic growth, decrease infant mortality, increase agricultural yields, improve maternal health, improve children’s health and nutrition, increase the numbers of children – girls and boys – in school, slow down population growth, increase the number of men and women who can read and write, decrease the spread of AIDS, add new people to the work force, and be able to improve their wages without pushing others out of the work force, what would you say? Such a deal! What is it? How can I sign up?”
      Sadly, the world is not yet rushing to “sign up” to the challenge of educating girls, who consistently lag behind boys in access to schooling throughout the developing world. An estimated 65 million girls around the world never see the inside of a classroom. Yet not educating them costs the world more than putting them through school.
     Certainly, there is no better answer. Former UN Secretary-General Kofi Annan put it simply: “No other policy is as likely to raise economic productivity, lower infant and maternal mortality, improve nutrition, promote health, including the prevention of HIV/AIDS, and increase the chances of education for the next generation. Let us invest in women and girls.”
(421)

OBSTRACLE
Character Analyses of Hamlet
   Hamlet is an enigma. No matter how many ways critics examine him, no absolute truth emerges. Hamlet breathes with the multiple dimensions of a living human being, and everyone understands him in a personal way. Hamlet’s challenge to Guildenstern rings true for everyone who seeks to know him: “You would pluck out the heart of my mystery.” None of us ever really does.
     The conundrum that is Hamlet stems from the fact that every time we look at him, he is different. In understanding literary characters, just as in understanding real people, our perceptions depend on what we bring to the investigation. Hamlet is so complete a character that, like an old friend or relative, our relationship to him changes each time we visit him, and he never ceases to surprise us. Therein lies the secret to the enduring love affair audiences have with him. They never tire of the intrigue
    The paradox of Hamlet’s nature draws people to the character. He is at once the consummate iconoclast, in self-imposed exile from Elsinore Society, while, at the same time, he is the adulated champion of Denmark—the people’s hero. He has no friends left, but Horatio loves him unconditionally. He is angry, dejected, depressed, and brooding; he is manic, elated, enthusiastic, and energetic. He is dark and suicidal, a man who loathes himself and his fate. Yet, at the same time, he is an existential thinker who accepts that he must deal with life on its own terms, that he must choose to meet it head on. “We defy augury. There is special providence in the fall of a sparrow.”
      Hamlet not only participates in his life, but astutely observes it as well. He recognizes the decay of the Danish society (represented by his Uncle Claudius), but also understands that he can blame no social ills on just one person. He remains aware of the ironies that constitute human endeavor, and he savors them. Though he says, “Man delights not me,” the contradictions that characterize us all intrigue him. “What a piece of work is a man! How noble in reason, how infinite in faculties, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god!
As astutely as he observes the world around him, Hamlet also keenly critiques himself. In his soliloquys he upbraids himself for his failure to act as well as for his propensity for words.
     Hamlet is infuriatingly adept at twisting and manipulating words. He confuses his so-called friends Rosencrantz and Guildenstern—whom he trusts as he “would adders fang’d”—with his dissertations on ambition, turning their observations around so that they seem to admire beggars more than their King. And he leads them on a merry chase in search of Polonius’ body. He openly mocks the dottering Polonius with his word plays, which elude the old man’s understanding. He continually spars with Claudius, who recognizes the danger of Hamlet’s wit but is never smart enough to defend himself against it.
     Words are Hamlet’s constant companions, his weapons, and his defenses. In Rosencrantz and Guildenstern are Dead, a play that was later adapted into a film, playwright and screenplaywright Tom Stoppard imagines the various wordplays in Hamlet as games. In one scene, his characters play a set of tennis where words serve as balls and rackets. Hamlet is certainly the Pete Sampras of wordplay.
And yet, words also serve as Hamlet’s prison. He analyzes and examines every nuance of his situation until he has exhausted every angle. They cause him to be indecisive. He dallies in his own wit, intoxicated by the mix of words he can concoct; he frustrates his own burning desire to be more like his father, the Hyperion. When he says that Claudius is “ . . .no more like my father than I to Hercules” he recognizes his enslavement to words, his inability to thrust home his sword of truth. No mythic character is Hamlet. He is stuck, unable to avenge his father’s death because words control him.What an ass am I! This is most brave, That I, the son of a dear murdered Prompted to my revenge by heaven and hell, Must like a whore unpack my heart with words,and fall-a-cursing like a very drab, A scallion!
      Hamlet’s paradoxical relationship with words has held audiences in his thrall since he debuted in 1603 or so. But the controversy of his sexual identity equally charms and repels people.
Is Hamlet in love with his mother? The psychoanalytic profile of the character supports Freud’s theory that Hamlet has an unnatural love for his mother. Hamlet unequivocally hates his stepfather and abhors the incestuous relationship between Claudius and Gertrude. But whether jealousy prompts his hatred, whether his fixation on his mother causes his inability to love Ophelia, and whether he lusts after Gertrude all depend on interpretation. And no interpretation is flawless.
      Hamlet’s love life could result from his Puritanical nature. Like the Puritans whose presence was growing in England of the time, Hamlet is severely puritanical about love and sex. He is appalled by Gertrude’s show of her pleasure at Claudius’ touch, and he clearly loathes women. His anger over Claudius’ and Gertrude’s relationship could as easily result from a general distaste for sexual activity as from desire to be with his mother
     Hamlet could be, at heart, a brutal misogynist, terrified of love because he is terrified of women. He verbally abuses Ophelia, using sexual innuendo and derision, and he encourages her to get to a nunnery. Another play on words, nunnery, in this instance, symbolizes both sexual abstinence and sexual perversity. In a cloister, Ophelia would take a vow of chastity, and in a brothel, she would serve as the basest sexual object.Can concluding whether Hamlet is mad or merely pretending madness determine all the questions about Hamlet’s nature? Could a madman manipulate his destiny as adeptly as Hamlet turns the tables on Rosencrantz and Guildenstern? Perhaps he is crazy like a fox . . . calculated and criminal. Or perhaps his own portrayal of madness—his “antic disposition”—that he dons like a mask or a costume actually drives him.
(1031)

发表于 2013-1-6 00:29:44 | 显示全部楼层
发表于 2013-1-6 10:37:35 | 显示全部楼层
占位..... 奥特曼打小怪兽!!!

【每日阅读训练第四期——速度越障12系列】【12-16】文史哲


[出勤次数:26(16 of S12) 连续出勤次数:11]
Speed:
1. Word: 271    Time: 1’48”
        Thefact is that success has no time limitation to one. It is one’s attitude thatmatters. If one’s heart died, everything would slip away.
2. Word: 317   Time: Timer down
        'Lostin Thailand' Finds Box-Office Record…We need popcorn, but we also need bitterpills…
3. Word:   452  Time: 3’15”
        Thetraits of a winner…
4. Word:   474  Time: 3’30”
        Educategirls….the most important thing to do….
5. Word:   421  Time: 2’46”

Obstacle:
Word: 1031     Time: Timer 故障
Main Idea: The paradox of Hamlet’s naturedraws people to the character.
Author'sattitude: Neutral / Objective
发表于 2013-1-6 11:01:41 | 显示全部楼层
我也来占一下位~ 好吧,暂时慢了一天,刚补完昨天的作业
等下午来把今天的也读完^^
PS. 字体有点小了,Elen亲~
----------------------------------------
1'20''
2'10''
2'33''
2'31''
2'11''

6'06''
 楼主| 发表于 2013-1-6 11:54:22 | 显示全部楼层
我也来占一下位~ 好吧,暂时慢了一天,刚补完昨天的作业
等下午来把今天的也读完^^
PS. 字体有点小了,Elen亲~
-- by 会员 铁板神猴 (2013/1/6 11:01:41)


哦~好的大师兄~我把字体改一下哈!
 楼主| 发表于 2013-1-6 11:58:39 | 显示全部楼层
大师兄 这个编辑好奇怪啊 总是自己自动跳行 而且调的乱七八糟 改动就会把word擦去 然后贴出来的又不一样了 反正就是奇奇怪怪 搞不懂捏~~~
发表于 2013-1-6 14:44:00 | 显示全部楼层
1’25
2‘17
2’27
2‘46
2’24

5‘50讲Hamlet的一生,有点晕。。
发表于 2013-1-6 15:16:35 | 显示全部楼层
1'26
1'56
2'22
2'39
2'07
obstacle
5'45
发表于 2013-1-6 16:10:36 | 显示全部楼层
哇 今天的长!
发表于 2013-1-6 17:02:32 | 显示全部楼层
1‘58 People may have a great achievement at any age.
3'27 十分痛苦……
      The film, 'Lost in Thailand', had amazing box-office in China.
2'35 what a winner looks like.
3'25 schooling women are good for families and community.
2'33 the current situation of women education all over the world.
7'25 生词太多
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