Read the following text carefully and then translate the underlined segments into Chinese. Write your answers on the ANSWER SHEET.(10 points)
Part C
Directions :
World War I was the watershed event for higher education in modern Western societies. (46) Those societies came out of the war with levels of enrollment that had beenroughly constant at 3%-5% of the relevant age groups during the decades before thewar. But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European and American economies for increasing numbers of graduates with more than a secondary school education. (47) And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war. These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly (though unevenly) during the 1970s and 1980s.
The growth of higher education manifests itself in at least three quite different ways, and these in turn have given rise to different sets of problems. There was first the rate of growth: (48) in many countries of Western Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight,or 10 years by the middle of the 1970s. Second, growth obviously affected the absolute size both of systems and individual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of higher education.
Each of these manifestations of growth carried its own peculiar problems in its wake. For example, a high growth rate placed great strains on the existing structures of government, of administration, and above all of socialization. When a faculty department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution-this was seen in America as well as in France, Italy, West Germany, and Japan. (50) High growth rates increased the chances for academic innovation, they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with the empowerment of junior faculty and to some degree of students as well.
【总体分析】：
本篇节选自International Handbook of Higher Education 一书收录文章Reflections on the Transition from Elite to Mass to Universal Access： Forms and Phases of Higher Education in Modern Societies since WWII 的开篇部分 Aspects of Growth，作者 Martin Trow。本节选可视为对二战后（20世纪60到80年代）西方国家高等教育大发展的总述，重在展现其三种表现形式以及带来的重大影响。
参考答案
战争结束时，那些社会的高校入学率为相应年龄人群的 3%-5%，这一水平在战前数十年里大致保持稳定。
解析
①本句主干结构为：Those societies came out of the war。with 引导伴随状语说明当时状态；嵌套 that 引导的定语从句修饰 levels of enrollment。因为本句与下句意在对比凸显战后人学率快速增加，故翻译时突出的重点为“时间点”（cameout ofthe war指二战刚刚结束时）以及“关注对象”（enrollment 意为“人学率”）。②定语从句中，had been roughly constant at 3%-5%，during the decades before the war 从数值（大致维持在 3%-5%）和持续时间（战前几十年间）两方面对人学率加以限定即：战前几十年人学率保持在 3%-5%→战争期间的入学率未知（可能受到战火干扰）→战争结束时入学率恢复至 3%-5%；that从句隐含的同级比较为“刚经历战争的入学率”与“战前几十年的入学率”一致，翻译时应体现这一情形。
参考答案
那些社会中对于接受高等教育的需求增长了，其范围扩大到战前没有考虑过上大学的群体和社会阶层。
解析
①主干成分的翻译：本句主干成分较为清晰：the demand...extended to...groups and social classes，嵌套两个定语从句分别修饰 demand和 groups and social classes，可译为：……的需求增长了，其范围扩大到……的群体和社会阶层中。②分隔定语的翻译：for entry to higher education 作 demand 的分隔定语（注：原句顺序可调整为：And the demand for entry to higher education//that rose in those societies/extended to...），可合译为“对于接受高等教育的需求”，并结合主干译为“对于接受高等教育的需求增长了，其范围扩大到……的群体和社会阶层”。③that引导的定语从句a的翻译：that rose in that societies 修饰 demand，加之 demand 的另一定语 for entry to higher education，若将两处定语均译为前置修饰成分“在这些社会中不断增长的对接受高等教育的需求”，则定语过长，且无法突出“需求增长→蔓延至其它阶层（精英教育→大众教育）”这一现象。因此，可根据中文表述习惯，先翻译分隔的地点状语，再将该定语从句单独译出：那些社会对于接受高等教育的需求增长了。④that 引导的定语从句b的翻译：had not thought of为过去完成时的否定式，结合时间状语 before the war，可译为前置定语：战前没有考虑过上大学的（群体和社会阶层）。
参考答案
在许多西欧国家，高等院校的学生数量在二十世纪六十年代期间五年翻了一番，之后经过七、八或十年的时间到七十年代中期又翻了一番。
解析
①主干结构的翻译；本句的主干成分为 the numbers of students in higher education doubled...and doubled again，..，可译为“高校学生人数在……期间翻一番，之后在……期间又翻了一番”。②within引导的时间状语的翻译：within 意为“在（某段时间）之内”，during the 1960s指二十世纪六十年代期间，时间状语within five year periods during...即可翻译为“在二十世纪六十年代期间五年”。③in引导的时间状语的翻译：此处具体结构为“in+时间段+by+时间点”，可译为：之后经过七、八或十年的时间到七十年代中期。
参考答案
当绝大多数新教职员工是刚刚完成研究生学业的年轻人时，他们就在很大程度上确立了所在院系的学术生活规范。
解析
①主干结构的翻译：they指代前句的“新教职员工”，可翻译为“新教职员工在很大程度上确立了所在院系的学术生活规范。”②后置定语的翻译：fresh from postgraduate study 作后置定语修饰young men and women，相当于一个定语从句：who are fresh from postgraduate study，翻译时可前置译为“刚刚完成研究生学业的……”。③时间状语从句和主句存在“条件一结果（新情形一影响）”的语义关联，可翻译为：当绝大多数新教职员工是刚刚完成研究生学业的年轻人时，他们就……。
参考答案
高增长率增加了学术创新的可能性；同时也弱化了在稳定时期或缓慢增长时期接纳教师和学生进入学者群体的那些形式和流程。
解析
①全句由分号断成两个分句，翻译时可基本保持这一形式，但为了更符合汉语表述习惯，加“同时”以衔接，同时省译第二分句的共用主语 they，译为：高增长率增加了学术创新的可能性；同时也弱化了……的形式和流程。②by which引导的定语从句的翻译：by which在从句中作状语，可还原为，teachers and students are admitted into...by which/the forms and processes，整个定语从句对“形式和流程”进行补充说明，翻译时可前置译为：在稳定时期或缓慢增长时期接纳教师和学生进人学者群体的（那些形式和流程）。
【全文翻译】：
第二次世界大战是现代西方社会高等教育的分水岭事件。（46）战争结束时，那些社会的高校入学率为相应年龄人群的3%-5%，这一水平在战前数十年里大致保持稳定。但在战后，反法西斯战争的胜利引起了巨大的社会变革和政治变革，这导致欧美经济体对中学以上学历毕业生的需求不断增加。（47）那些社会中对于接受高等教育的需求增长了，其范围扩大到战前没有考虑过上大学的群体和社会阶层。这些需求导致了高等教育体系的迅速扩张，扩张始于二十世纪六十年代，在七、八十年代迅速（但不平衡地）发展。
高等教育的增长至少表现在三个完全不同的方面，这些方面继而引发了不同系列的问题。首先是增长率：（48）在许多西欧国家，高等院校的学生数量在二十世纪六十年代期间五年翻了一番，之后经过七、八或十年的时间到七十年代中期又翻了一番。其次，增长对整个教育系统及单独高校的绝对规模都产生了显著的影响。第三，增长也反映在适龄群体进入高等教育机构学习的比例变化上。
每一种增长的表现形式都伴有自身特有的问题。例如，高增长率给现有的管理结构、行政结构，尤其是社会化结构都带来了巨大的压力。比方说，当院系的教员人数在三四年内从5人增至20人，（49）当绝大多数新教职员工是刚刚完成研究生学业的年轻人时，他们就在很大程度上确立了所在院系的学术生活规范。而如果研究生人数也迅速增长，老师和学生之间亲密的学徒式关系不再，那么学生文化会成为研究生新生社会化过程中的主要推动力量，从而影响高校的智识和学术生活——这一现象可见于美国以及法国、意大利，西德和日本。（50）高增长率增加了学术创新的可能性：同时也弱化了在稳定时期或缓慢增长时期接纳教师和学生进入学者群体的那些形式和流程。在二十世纪六七十年代，欧洲大学的管理模式历经了显著变化，赋权于初级教师，也在一定程度赋权于学生。