大学英语应用提高阶段专业英语系列教材 全新版 新世纪 医学英语教程—一社会医学 New century A Theme English Course Social medicine 梁正溜口编写 上海外语教学出版社
大学英语应用提高阶段专业英语系列教材 全新版 新世纪 医学英语教程——社会医学 New Century A Theme English Course Social Medicine 梁正溜 □编写 上海外语教学出版社
前言 自2001年第一版问世以来,《新世纪医学英语教程一一社会医学》已印刷 了六次,并被教育部推荐为大学外语类使用教材。此外,编者在本校使用此教材 的过程中,为社会医学英语课程建设做出了不懈的努力,在2007年荣幸地入选 复旦大学校精品课程体系 在过去几年课程建设的辛勤耕耘中,编者已考虑并着手修订此教材,从而 使之更加完善、更富有内涵、更具有实用性。但是,其宗旨仍然不变,即将社会 知识与语言知识融合为一体,充分体现大学英语学习的学术性和语言学习的实用 性。经数年呕心沥血,编者成功打造了一个全新版 本册由十个单元组成。在内容上,有很大程度的调整和充实,选材更赋有 针对性,即社会知识和语言知识两者的合理兼顾,从而使本册洋溢着主题教材的 时代气息,同时也提供了语言学习的丰富内容。 本册在体例上有其独特的一面,课文处理融入了课堂互动交际法的设计。在 每个单元前安排了课前学生任务:1)要求指定的学生上网搜寻在课文A中出现 的某些术语的定义,并准备一分钟独特的口头讲解;2)要求指定的学生带着问 题阅读课文A的相应内容,并以一种独特的方式,准备一分钟的问题回答。这 些课前准备的任务将在课堂上由教师有序地、有机地融入到互动的教学活动中 旨在增强学生课堂学习的能动性。 本册课文练习( Follow- up Activities的设计基于外语学习的客观规律和教学 理念,尤其是词汇练习( Vocabulary Enlargement& Reinforcement)和综合练习 ( Integration),其设计充分体现了词汇整块习得和阅读中应用的教学理念。 本册可根据实际教学情况而灵活使用,可按照一学期的规定课时(每周2 学时β36学时或每周4学时72学时)而制定教学计划,即可根据课时而在课堂上 合理选用每单元的教学内容。如有可能,同时也可结合自有的与主题相关的多媒 体课件,这将有利于课程建设。 编者 2007年10月
前言 自 2001 年第一版问世以来，《新世纪医学英语教程——社会医学》已印刷 了六次，并被教育部推荐为大学外语类使用教材。此外，编者在本校使用此教材 的过程中，为社会医学英语课程建设做出了不懈的努力，在 2007 年荣幸地入选 复旦大学校精品课程体系。 在过去几年课程建设的辛勤耕耘中，编者已考虑并着手修订此教材，从而 使之更加完善、更富有内涵、更具有实用性。但是，其宗旨仍然不变，即将社会 知识与语言知识融合为一体，充分体现大学英语学习的学术性和语言学习的实用 性。经数年呕心沥血，编者成功打造了一个全新版。 本册由十个单元组成。在内容上，有很大程度的调整和充实，选材更赋有 针对性，即社会知识和语言知识两者的合理兼顾，从而使本册洋溢着主题教材的 时代气息，同时也提供了语言学习的丰富内容。 本册在体例上有其独特的一面，课文处理融入了课堂互动交际法的设计。在 每个单元前安排了课前学生任务：1）要求指定的学生上网搜寻在课文 A 中出现 的某些术语的定义，并准备一分钟独特的口头讲解；2）要求指定的学生带着问 题阅读课文 A 的相应内容，并以一种独特的方式，准备一分钟的问题回答。这 些课前准备的任务将在课堂上由教师有序地、有机地融入到互动的教学活动中， 旨在增强学生课堂学习的能动性。 本册课文练习(Follow-up Activities)的设计基于外语学习的客观规律和教学 理念，尤其是词汇练习(Vocabulary Enlargement & Reinforcement) 和综合练习 (Integration)，其设计充分体现了词汇整块习得和阅读中应用的教学理念。 本册可根据实际教学情况而灵活使用，可按照一学期的规定课时（每周 2 学时/36 学时或每周 4 学时/72 学时）而制定教学计划，即可根据课时而在课堂上 合理选用每单元的教学内容。如有可能，同时也可结合自有的与主题相关的多媒 体课件，这将有利于课程建设。 编者 2007 年 10 月
CONTENTS Unit one Text A: Protecting Medicine in the 21st Century Text b: A Vision of health Care for the Next millennium Follow-up Activities Vocabulary Enlargement Reinforcement Grammar and Structure Acquisition ntegration Reading Comprehension Guided Paragraph Writing Unit two Text A: Stress Text B: The Ironic Politics of Obesity Follow-up Activities Grammar and Structure Acquisitio ement Vocabulary Enlargement Reinforcement ntegration Reading Comprehension Guided Paragraph Writing Unit Three Text A: Antibiotic Resistance Text b: Less is more Follow-up Activities Vocabulary Enlargement Reinforcer Grammar and Structure Acquisition ntegration Reading comprehension Guided Paragraph Writing Unit four Text A: He Lifted His eves Text b: A Crowded Room Follow-up Activities Vocabulary Enlargement Reinforcement Grammar and Structure Acquisition Integration Reading comprehension Guided Paragraph Writing Unit five Text A: Standards of Care Text B: Will the Real Doctor Please Stand Up Follow-up Activities Vocabulary Enlargement Reinforcement Grammar and Structure Acquisition Integration Reading Comprehension Guided Paragraph Writing Unit six Text B: Death with Dignity: The Ultimate Human Right? Follow-up Activities ocabulary Enlargement Reinforcement
CONTENTS Unit One Text A: Protecting Medicine in the 21st Century ………………………………….. Text B: A Vision of Health Care for the Next Millennium ……………………….. Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Two Text A: Stress ……………………………………………………………………… Text B: The Ironic Politics of Obesity ……………………………………………. Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Three Text A: Antibiotic Resistance …………………………………………………….. Text B: Less Is More ……………………………………………………………… Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Four Text A: He Lifted His Eyes ……………………………………………………….. Text B: A Crowded Room ………………………………………………………… Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Five Text A: Standards of Care …………………………………………………………. Text B: Will the Real Doctor Please Stand Up? …………………………………… Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Six Text A: Cure or Care? ……………………………………………………………. Text B: Death with Dignity: The Ultimate Human Right? ……………………….. Follow-up Activities: Vocabulary Enlargement & Reinforcement ………………………………
Grammar and Structure Acquisition Integration Reading Comprehension Guided Paragraph Writing Unit seven Text a: Is surrogate motherhood moral? Text b: Risks and risks Follow-up Activities Vocabulary Enlargement Reinforcement Grammar and Structure Acquisition Integration Reading Comprehension Guided Paragraph Writing Unit Eight Text A: Humanity as the Model System Text B: The Body politic Follow-up Activities Vocabulary Enlargement Reinforcement Grammar and Structure Acquisition Integration Read ing CompI rehension Guided Paragraph Writing Unit nine Text A: Seeds of Reform Text B: A Trip to the Pharmacy in 2010 Follow-up Activities Vocabulary enlargement reinforcement Grammar and Structure Acquisition Integration Reading Comprehension Guided Paragraph Writing Unit ten Text A: Science as a Candle of Hope Text B: Where Science Meets Society Follow-up Activities Vocabulary enlargement reinforcement Grammar and Structure Acquisition Integratio on Reading Comprehension Guided Paragraph Writing
Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Seven Text A: Is Surrogate Motherhood Moral? …………………………………………. Text B: Risks and Risks …………………………………………………………… Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Eight Text A: Humanity as the Model System ………………………………………….. Text B: The Body Politic …………………………………………………………. Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Nine Text A: Seeds of Reform ………………………………………………………….. Text B: A Trip to the Pharmacy in 2010 ………………………………………….. Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ……………………………………………….. Unit Ten Text A: Science as a Candle of Hope ……………………………………………… Text B: Where Science Meets Society …………………………………………….. Follow-up Activities: Vocabulary Enlargement & Reinforcement ……………………………… Grammar and Structure Acquisition ……………………………………… Integration ………………………………………………………………... Reading Comprehension …………………………………………………. Guided Paragraph Writing ………………………………………………
Unit 1 PREVIEW Health care a reflection of the core theme of Social Medicine, is the subject of Unit One. Health care is one of the major concerns not merely in the developin countries, but also in the developed countries. Can health care be treated like any other business or industry? Is patient a customer or a human be ing who deserves the best that modern medicine can provide? what is the primary objective of med icine? And what is the future of med icine? Dr. C. Everett Koop contends that what is in the best interest of the patient prevails over what is in the best interest of the health care company investors. Dr.Peter Hasselbacher presents a humane vision of health care fo the 21st century
Unit 1 PREVIEW Health care, a reflection of the core theme of Social Medicine, is the subject of Unit One. Health care is one of the major concerns not merely in the developing countries, but also in the developed countries. Can health care be treated like any other business or industry? Is a patient a customer or a human being who deserves the best that modern medicine can provide? What is the primary objective of medicine? And what is the future of medicine? Dr. C. Everett Koop contends that what is in the best interest of the patient prevails over what is in the best interest of the health care company investors. Dr. Peter Hasselbacher presents a humane vision of health care for the 21st century
. ASSIGNMENTS BEFORE CLASS l Quest for Definition Directions: Explore online the definitions of the following terms from Text A and prepare a one-minute oral presentation in a unique way for class. (This to be integrated into the communicative interactio the classroom. Each of the following terms can be assigned to a student in the form of a singl le slip in advance. 1)experimental science group 4)dismal science 5) patient rights 6)physician professionalism 2. One-minute oral Presentation Directions: Read carefully the part of Text a that corresponds to your task, and then prepare a one-minute oral presentation in a unique way for class. ( This is going to be part of communicative interaction in the classroom. Each of the following tasks can be assigned to a student in the form of a single slip in ad vance.) PERFORMANCE IN CLASS Name ID# Date Your task P Introduce Dr. Koop briefly to class 2. Tell class somewhat ng about Dr. Koop's childhood. (If possible, act out the role of the writer in so doing 3. What did Dr. Koop do to move the world of medicine forward? (Present the figures in a meaningful way on the chalkboard. 4. What is the human d imension of science? 5. Scientific progress is not enough. Why? 6. What's going on that worries Dr. Koop? 7. What's Dr. Koop's great expectation? 8. How to protect med icine in the 21st century? Instructor 's Evaluation IL. A COMMUNICATIVEAPPROACHTO TEXTA Directions: This is going to be a joint task for the teacher and students as well. The teacher is expected to ensure that each students assignment is to be interwoven with the unfold ing of the text during the communicative
I. ASSIGNMENTS BEFORE CLASS 1. Quest for Definition Directions: Explore online the definitions of the following terms from Text A and prepare a one-minute oral presentation in a unique way for class. (This is going to be integrated into the communicative interaction in the classroom. Each of the following terms can be assigned to a student in the form of a single slip in advance.) 1) experimental science 2) Surgeon General’s Warning 3) high-risk groups 4) dismal science 5) patient rights 6) physician professionalism 2. One-minute Oral Presentation Directions: Read carefully the part of Text A that corresponds to your task, and then prepare a one-minute oral presentation in a unique way for class. (This is going to be part of communicative interaction in the classroom. Each of the following tasks can be assigned to a student in the form of a single slip in advance.) PERFORMANCE IN CLASS Name ID# Date Your Task Page 1. Introduce Dr. Koop briefly to class. 2. Tell class something about Dr. Koop’s childhood. (If possible, act out the role of the writer in so doing.) 3. What did Dr. Koop do to move the world of medicine forward? (Present the figures in a meaningful way on the chalkboard.) 4. What is the human dimension of science? 5. Scientific progress is not enough. Why? 6. What’s going on that worries Dr. Koop? 7. What’s Dr. Koop’s great expectation? 8. How to protect medicine in the 21st century? Instructor’s Evaluation: II. A COMMUNICATIVE APPROACH TO TEXT A Directions: This is going to be a joint task for the teacher and students as well. The teacher is expected to ensure that each student’s assignment is to be interwoven with the unfolding of the text during the communicative
interaction, which is supposed to be enforced by spontaneous questions and answers in the classroom Text A Protecting Medicine in the 21st Century C. Everett Koop i dont know if i became interested in science because I was interested in med icine. or if i became interested in med icine because I was interested in science. I have very early memories of2 wanting to be part of both the world of medicine and the world of experimental science From the time I was 6 years old I knew that I wanted to be /n.外 surgeon, and even as a young boy I trained my hands for科医生 future surgical maneuvers by cutting pictures out of magazines技术动作 using both my right and left hands. But I also spent hours with solution my first chemistry set4, at first just making colorful solutions, tfit sophisticated then conducting what may have been some rather sophisticated a非常复杂的 interest in chemistry with my budding interest in surgery by budding/i/ f /n iments for a 12-year-olds. As a teenager I combined my teenager 十几岁的 performing simple operations on some of the many stray cats #ty that prowled my Brooklyn?, New York neighborhood. Using the prowl/ /v.wh ether that I supplied, my mother would anesthetize the cats ether/ /n.乙醚 while I removed an unnecessary organ, such as one ovary. We vt BKA were a good team, and i never lost a feline patient! 8 ovary /n卵巢 feline//a猫科的 After my mother's death in 1974 at age 86, I found among treasure/ /vt er her treasured papers an essay that I had written as a high school paper/ in. Xi /n.散文, senior0. Its conclud ing paragraph summed up my hopes for随笔,短文,评论 careers in both science and med icine Now at sixteen I picture myself a surgeon--nothing would give me a bigger thrill and would please me more than to thrill/ operate on a human being2 om an altruistic viewpoint of利他的,利他主义的 relieving his ills, or from the scientific viewpoint of giving to science some information unknown to it That was the joint dedication to science and medicine that shaped my40 year career as one of the United States' first n贡献,奉献 pediatric surgeons. In the late 1940s and 1950s I, and a handfi of3 other surgeons, were pioneers in this new field of surgery
interaction, which is supposed to be enforced by spontaneous questions and answers in the classroom. Text A Protecting Medicine in the 21st Century C. Everett Koop1 I don’t know if I became interested in science because I was interested in medicine, or if I became interested in medicine because I was interested in science. I have very early memories of2 wanting to be part of both the world of medicine and the world of experimental science. From the time I was 6 years old I knew that I wanted to be a surgeon, and even as a young boy I trained my hands for future surgical maneuvers by cutting pictures out of magazines using both my right and left hands3 . But I also spent hours with my first chemistry set4 , at first just making colorful solutions, then conducting what may have been some rather sophisticated experiments for a 12-year-old5 . As a teenager I combined my interest in chemistry with my budding interest in surgery by performing simple operations on some of the many stray cats6 that prowled my Brooklyn7 , New York neighborhood. Using the ether that I supplied, my mother would anesthetize the cats while I removed an unnecessary organ, such as one ovary. We were a good team, and I never lost a feline patient!8 After my mother’s death in 1974 at age 869 , I found among her treasured papers an essay that I had written as a high school senior10 . Its concluding paragraph11 summed up my hopes for careers in both science and medicine: Now at sixteen I picture myself a surgeon—nothing would give me a bigger thrill and would please me more than to operate on a human being12 from an altruistic viewpoint of relieving his ills, or from the scientific viewpoint of giving to science some information unknown to it. That was the joint dedication to science and medicine that shaped my 40-year career as one of the United States’ first pediatric surgeons. In the late 1940s and 1950s I, and a handful of13 other surgeons, were pioneers in this new field of surgery, surgeon / / n. 外 科医生 maneuver / / n. 技术动作 solution / / n. 溶液 sophisticated / / a. 非常复杂的 teenager / / n. 十几岁的青少年 budding / / a. 萌 芽的 prowl / / vt. 游荡 ether / / n. 乙醚 anesthetize / / vt. 麻醉 ovary / / n. 卵巢 feline / / a. 猫科的 treasure / / vt. 珍藏 paper / / n. 文章 essay / / n. 散文, 随笔, 短文, 评论 thrill / / n. 激动 altruistic / / a. 利他的, 利他主义的 dedication / / n. 贡献, 奉献
often being forced to invent new operations as we encountered congenital abnormalities in newborns that had never before congenital been corrected surgically 4. Although we were serving primarily abnormal ity as doctors attempting to bring healing and comfort to our tiny n. $5 newborn patients and their worried families, we were, at the same time,新生儿 /n scientists pushing the surgical frontier into the unknown, all the document/ while5 documenting our hard- won surgical successes. By用文献(文章证明 performing thousands of new and then routine operations,规的,日常的 research, published articles, and innovations in innovation/ science, pediatric surgery eventually became an established EE urgical specialty. n those operations that were particularly儿科的 difficult to perform on newborns, in the brief 40-year span of specialty my surgical career I witnessed a mortal ity rate l6 of 95% become tiNk a survival rate7 of 95% thanks tol the progress made in pediatric surgery In add ition I learned that for all of its reliance on science, reliance//n.kse medicine is also an art. I learned that pediatric surgery requires a gentle touch, not just on the fragile tissue of an infant's body, fragile/ /a. Hess ay but also20 on the fragile emotions of patients and their families I learned that to do full justice to2 my interests in science urgery, and research, I had to apply myself not merely to curing, but also22 to caring My stress on the human dimension of science remained dimension/ mportant as I left my surgical career to become the United方面,因素 States Surgeon General23. As surgeon general I always seemed to be issuing a"Surgeon Generals Warning" about one thing after another that threatened the health of the American people cigarettes, smokeless tobacco24, AIDS. Reye's syndrome 25, syndrome/ violence. and a host of26 others. In each case I had to be certain able to withstand the critics who sought to dismiss the无错误的,正确的" that the science behind the health warning was impeccable and impeccable withstand /vt warnings. But I also needed to ensure that the science made Exf sense on a personal level. I had to listen to the American peop \e评论/n批评家 as well as to talk( (sternly) to them.Also, I wanted to be certain评论家 sternly /ad.严厉 that my message reached the most vulnerable, often those #t high-risk groups living poverty on the fringes of this fringe/ /n.边缘 affluent affluent and sometimes overconfident society /a.富 At the end of the 20th century the scientific research community has done wonders to fulfill med icine's historic prolong//vtTE goals of prolonging life and alleviating suffering. Almost every k day we read about a new scientific breakthrough that provides a轻痛苦等) cure for this, relief for that, and new hope for millions of people breakthrough
often being forced to invent new operations as we encountered congenital abnormalities in newborns that had never before been corrected surgically14 . Although we were serving primarily as doctors attempting to bring healing and comfort to our tiny patients and their worried families, we were, at the same time, scientists pushing the surgical frontier into the unknown, all the while15 documenting our hard-won surgical successes. By performing thousands of new and then routine operations, through surgical research, published articles, and innovations in science, pediatric surgery eventually became an established surgical specialty. In those operations that were particularly difficult to perform on newborns, in the brief 40-year span of my surgical career I witnessed a mortality rate16 of 95% become a survival rate17 of 95% thanks to18 the progress made in pediatric surgery. In addition I learned that for19 all of its reliance on science, medicine is also an art. I learned that pediatric surgery requires a gentle touch, not just on the fragile tissue of an infant’s body, but also20 on the fragile emotions of patients and their families. I learned that to do full justice to21 my interests in science, surgery, and research, I had to apply myself not merely to curing, but also22 to caring. My stress on the human dimension of science remained important as I left my surgical career to become the United States Surgeon General23 . As surgeon general I always seemed to be issuing a “Surgeon General’s Warning” about one thing after another that threatened the health of the American people: cigarettes, smokeless tobacco24 , AIDS. Reye’s syndrome25 , violence, and a host of26 others. In each case I had to be certain that the science behind the health warning was impeccable and able to withstand the critics who sought to dismiss the warnings. But I also needed to ensure that27 the science made sense on a personal level. I had to listen to the American people as well as to talk (sternly) to them. Also, I wanted to be certain that my message reached the most vulnerable28, often those high-risk groups29 living in poverty on the fringes of this affluent and sometimes overconfident society. At the end of the 20th century the scientific research community30 has done wonders31 to fulfill medicine’s historic goals of prolonging life and alleviating suffering. Almost every day we read about a new scientific breakthrough that provides a cure for this, relief for that, and new hope for millions of people congenital / / a. 先天的 abnormality / / n. 异常 newborn / / n. 新生儿 document / / vt. 用文献(文章)证明 routine / / a. 常 规的, 日常的 innovation / / n. 创新 pediatric / / a. 儿科的 specialty / / n. 专业 reliance / / n. 依靠 fragile / / a. 脆弱的 dimension / / n. 方面, 因素 syndrome / / n. 综合病症 impeccable / / a. 无错误的，正确的 withstand / / vt. 反对, critic / / n. 批评家, 评论家 sternly / / ad. 严厉 地 fringe / / n. 边缘 affluent / / a. 富 裕的 prolong / / vt. 延 长 alleviate / / vt. 减 轻(痛苦等) breakthrough / /
suffering from a variety of diseases. But we know that scientific n. gtti progress is not enough. We have seen that the dictates of /n.控制, 支配 economics,that“ dismal science;” limit the benefits of medical dismal//a.阴沉 science. I practiced surgery in the so-called“ golden age of的,淒凉的 medicine, a time when it seemed that each day medical science could do more for patients, and more and more Americans gained access to the health insurance that would provide need health care. But now, as daily an increasing number of Americans lose their health insurance(the United States has close to 50 million uninsured citizens ) and as most of those who are insured are covered through economically driven managed care plans, those who need health care the most are often the ones who get it the least i am concerned about the intrusion into medical education intrusion/ by these investor-controlled health care companies Some have A even bought medical schools, and at least one has subsequently filed for3 bankruptcy. I do not want the education of our next bankrupt generation of physicians to be held hostage 4 to bottom-line oriented35 managers who buy and sell hosp itals, medical人质,抵押品 practices, and medical schools as though they were pork futures. Americans are only slowly realizing how many med ical decisions have been taken out of the control of physicians and other health care personnel and placed on the desks of accountants and businessmen. Every American should companies to do their fair share/ in supporting medical education and medical research, especially clinical research The scientific commun ity must pla ense competition for health care dollars, doing what it can to ensure that the combination of public and private fund ing that has supported the greatest epoch of medical research in history epoch/ /n.时代 during the last generation is not lost in the scramble for scramble short-term profits 争夺 The baby boomer generation 8, although accustomed to immediate gratification in most areas of life has also benefited more than any other generation from the results of long-term scientific research. We need a refurbished partnership refurbish / vt between science and consumers to ensure that the best of 更新 partnership medical sc ience is available to future health care consumers-In合作关系 still prefer to call them patients I believe that it may take a decade or so to find a new
suffering from a variety of diseases. But we know that scientific progress is not enough. We have seen that the dictates of economics, that “dismal science,” limit the benefits of medical science. I practiced surgery in the so-called “golden age of medicine,” a time when it seemed that each day medical science could do more for patients, and more and more Americans gained access to the health insurance that would provide needed health care. But now, as daily an increasing number of Americans lose their health insurance (the United States has close to 50 million uninsured citizens), and as most of those who are insured are covered through economically driven managed care plans32 , those who need health care the most are often the ones who get it the least. I am concerned about the intrusion into medical education by these investor-controlled health care companies: Some have even bought medical schools, and at least one has subsequently filed for33 bankruptcy. I do not want the education of our next generation of physicians to be held hostage34 to bottom-line oriented35 managers who buy and sell hospitals, medical practices, and medical schools as though they were pork futures36 . Americans are only slowly realizing how many medical decisions have been taken out of the control of physicians and other health care personnel and placed on the desks of accountants and businessmen. Every American should be concerned about the unwillingness of managed care companies to do their fair share37 in supporting medical education and medical research, especially clinical research. The scientific community must play a central role in the intense competition for health care dollars, doing what it can to ensure that the combination of public and private funding that has supported the greatest epoch of medical research in history during the last generation is not lost in the scramble for short-term profits. The baby boomer generation38, although accustomed to immediate gratification39 in most areas of life, has also benefited more than any other generation from the results of long-term scientific research. We need a refurbished partnership between science and consumers to ensure that the best of medical science is available to future health care consumers—I still prefer to call them patients. I believe that it may take a decade or so to find a new n. 突破 dictate / / n. 控制， 支配 dismal / / a. 阴沉 的, 凄凉的 intrusion / / n. 闯 入 bankruptcy / / n. 破产 hostage / / n. 人质, 抵押品 epoch / / n. 时代 scramble / / n. 争夺 refurbish / / vt. 更新 partnership / / n. 合作关系
equilibrium involving medical insurances, medical innovations, equilibrium/ patient concerns, and physician-directed decision making,an n.平衡 equilibrium that will deliver what is medically necessary, not what is merely profitable. I am hopeful, but not certain, that profitable what is in the best interest of0 the patient will begin to prevai有利可图的 /vi.获胜 over4 what is in the best interest of the health care company占上风 investors. This attitude must support medical research as well as medical care. The issues of managed care, patient rights, I n.职 physician professionalism, med ical research, and health care in业道德 America need to be lifted from the bottom line to our highest aspiration n.志向,理想 aspirations Source: SCIENCE, Vol. 281, 25 September 1998 notes 1. C. Everett Koop Mclnerny Professor of Surgery at Dartmouth Medical School, and Senior School at the C. everett Koop Institute, also at Dartmouth. From 1981 to 1989 he served as the United States Surgeon General and continues to educate the public about health issues through his writings. Dr. Koop has authored some 230 articles and books, and holds 37 honorary doctorates 2. to have early memories of动词短语,用于回忆往事的习惯表达形式,意为: 还记得当时过去……,eg. I still have early memories of teasing my grand pa 3. by cutting pictures out of magazines using both my right and left hands ain use用于分词时,与其它动词(如:cut)不一样,无需用介词by引导,整个 分词短语往往放置在句后,并且也无需用逗号将其分开 4. chemistry set化学实验装置 5. conducting what may have been some rather sophisticated experiments for a 12year-old句法结构 may have+过去分词用于对过去发生的事情所做出 的一种判断或猜测,意为:做了一些对一个十二岁孩子来说可能是较为复杂 的实验 6. stray cats流浪猫(比较: homeless people流浪街头/无家可归的人) 7. Brooklyn地名,美国纽约市由五个区 borough组成,布鲁克林区是其中的 个 8. to lose a patient动词lose在临床上表示“未能成功救活病人” 9. at age86简略表达,= at the f86 10. a high school senior中学第四年或最后一年学生 11. conclud ing paragraph文章的结尾段,相对文章的开头第一段 opening 12. nothing would give me a bigger thrill and would please me more than to operate on a human being这是由名词或动词否定形式、助动词 would或 could和 比较级形式构成一种特定的肯定语法结构,eg. Your timing could not be better. I couldn i agree with you mon 13. a handful of =a small number of, a group of 14. corrected surgically在医学上译为:通过外科手术矫正
equilibrium involving medical insurances, medical innovations, patient concerns, and physician-directed decision making, an equilibrium that will deliver what is medically necessary, not what is merely profitable. I am hopeful, but not certain, that what is in the best interest of40 the patient will begin to prevail over41 what is in the best interest of the health care company investors. This attitude must support medical research as well as medical care. The issues of managed care, patient rights, physician professionalism, medical research, and health care in America need to be lifted from the bottom line to our highest aspirations. equilibrium / / n. 平衡 profitable / / a. 有利可图的 prevail / / vi. 获胜， 占上风 professionalism / / n. 职 业道德 aspiration / / n. 志向，理想 Source: SCIENCE, Vol. 281, 25 September 1998 Notes: 1. C. Everett Koop Mclnerny Professor of Surgery at Dartmouth Medical School, and Senior School at the C. Everett Koop Institute, also at Dartmouth. From 1981 to 1989 he served as the United States Surgeon General and continues to educate the public about health issues through his writings. Dr. Koop has authored some 230 articles and books, and holds 37 honorary doctorates. 2. to have early memories of 动词短语，用于回忆往事的习惯表达形式，意为： 还记得当时/过去……，e.g. I still have early memories of teasing my grandpa. 3. by cutting pictures out of magazines using both my right and left hands 当动词 use 用于分词时，与其它动词（如：cut）不一样，无需用介词 by 引导，整个 分词短语往往放置在句后，并且也无需用逗号将其分开 4. chemistry set 化学实验装置 5. conducting what may have been some rather sophisticated experiments for a 12-year-old 句法结构 may have + 过去分词用于对过去发生的事情所做出 的一种判断或猜测，意为：做了一些对一个十二岁孩子来说可能是较为复杂 的实验 6. stray cats 流浪猫（比较：homeless people 流浪街头/无家可归的人） 7. Brooklyn 地名，美国纽约市由五个区 borough 组成，布鲁克林区是其中的 一个区 8. to lose a patient 动词 lose 在临床上表示“未能成功救活病人” 9. at age 86 简略表达，= at the age of 86 10. a high school senior 中学第四年或最后一年学生 11. concluding paragraph 文章的结尾段，相对文章的开头第一段 opening paragraph 12. nothing would give me a bigger thrill and would please me more than to operate on a human being 这是由名词或动词否定形式、助动词 would 或 could 和 比较级形式构成一种特定的肯定语法结构， e.g. Your timing could not be better. I couldn’t agree with you more. 13. a handful of = a small number of, a group of 14. corrected surgically 在医学上译为：通过外科手术矫正