2016.03.28 每日一译（中译英）

kobe

原句： 1. 我必须开始做健身运动了 2. 潮湿的路往往是滑的

try to translate this sentence into chinese（试着翻译一下吧^_^）.

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发布日期：03/28/2016

kobe

        When I arrived at Yale in 1982, there were no undergraduate courses in finance. I started one in the fall of 1985, and it continues today. Increasingly, I’ve tried to connect mathematical theory to actual applications in finance.
        当我1982年来到耶鲁的时候，这里并没有金融学方面的本科课程。我在1985年创办了一个，并让它延续至今。随着时间的推移，我越来越多地尝试将数学理论融合到金融的实际应用领域。


        Since its beginnings, the course has gradually become more robotic: It resembles a real, dynamic, teaching experience, but in execution, much of it is prerecorded, and exercises and examinations are computerized. Students can take it without need of my physical presence. Yale made my course available to the broader public on free online sites: AllLearn in 2002, Open Yale in 2008 and 2011, and now on Coursera.
        开设之后，这门课逐渐变得越来越自动化：它与动态的真实教学体验一样，但在执行层面上，许多部分是预先录制的，而课堂练习和考试则在电脑上进行。无需我本人亲自到场，学生就能学习这门课。耶鲁还通过免费的网站把我的课开放给大众：2002年放到了AllLearn上，2008年和2011年放到了Open Yale上，目前则在Coursera上。



        The process of tweaking and improving the course to fit better in a digital framework has given me time to reflect about what I am doing for my students. I could just retire now and let them watch my lectures and use the rest of the digitized material. But I find myself thinking that I should be doing something more for them.
        为了更好地适应电子教学而对这门课程进行调整与改进的过程，给了我时间来反思自己为学生做了些什么。我可以现在就退休，让他们观看我的讲课录像，使用其他的数字资料。但我忍不住想，自己应该为他们再多做些事情。



        So I continue to update the course, thinking about how I can integrate its lessons into an “art of living in the world.” I have tried to enhance my students’ sense that finance should be the art of financing important human activities, of getting people (and robots someday) working together to accomplish things that we really want done.
        因此我在不断地更新这门课程，思考怎样才能将其中的教学内容融入“当下世界的生存之道”当中。我努力强化学生的概念，让他们认识到金融应当是为重要的人类活动融资的艺术，是让人们（将来还有机器人）携手完成我们愿望的艺术。



        Like Harvard and other colleges and universities, Yale has been struggling with the broad issues for a very long time. It once experimented with an undergraduate business program, to prepare students for life beyond college, but shut down that program in 1954. In the 1960s, during the Vietnam War, antipathy to the business establishment increased. According to the former Yale Graduate School dean John Perry Miller, in his book “Creating Academic Settings” (J. Simeon Press, 1991), there was open “hostility” to the idea of business-oriented education at Yale.
        与哈佛等院校一样，耶鲁在这个大问题上挣扎了很长一段时间。它曾经尝试开设本科生的商学专业，希望让学生为毕业之后的人生做好准备，但1954年的时候停止了尝试。上世纪60年代的越战期间，人们对商业权贵阶层的厌恶之情有所加剧。曾任耶鲁大学研究生院院长的约翰·佩里·米勒(John Perry Miller)在他的著作《创造学术环境》（Creating Academic Settings，由J·西蒙出版社[J. Simeon Press]于1991年推出）中指出，当时的耶鲁存在对以商学为导向的教育理念的公开“敌意”。



        Nonetheless, Yale produced many fine businesspeople. But because of this hostility, Yale did not start a business school until 1976, and even then denied that it was just a business school: Instead of offering a Master of Business Administration, it initially conferred only the more idealistic-sounding Master of Public and Private Management. Before 1976, the university had a great economics department, imbued with a lofty sense of pure theory and mathematics, but it was not focused on practical business education.
        尽管如此，耶鲁培养出了许多出色的商人。然而，由于这样的敌意，耶鲁直到1976年才开设了商学院，而且就算到了那个时候也否认它是一所纯粹的商学院：开始的时候，它并未开设工商管理硕士课程，而是仅授予听起来更具理想主义气息的公共与私人管理硕士学位。1976年之前，耶鲁已经拥有了一个不错的经济学系。它沉浸在高远的纯理论与数学的氛围之中，但并未关注务实的商学教育。



        The developing redefinition of higher education should provide benefits that will continue for decades into the future. We will have to adapt as information technology advances. At the same time, we must continually re-evaluate what is inherently different between human and computer learning, and what is practical and useful to students for the long haul. And we will have to face the reality that the “art of living in the world” requires at least some elements of a business education.
        对高等教育的定义正在进行的调整，应当提供能惠及未来数十载的益处。我们不得不适应信息技术的进步。与此同时，我们必须不断评估，人类与计算机学习之间的本质区别究竟在哪里，而对学生而言，长期看来什么才是最实际和有用的。我们也不得不面对一个现实：“当下世界的生存之道”至少需要商学教育的一些元素。