江苏省首届科技翻译竞赛原文
1. 英译汉原文：
The mathematics to which our youngsters are exposed at school is, with rare exceptions, based on the classical yes-or-no, right-or-wrong type of logic. It doesn’t include one word about probability as a mode of reasoning or as a basis for comparing several alternative conclusions. Geometry, for instance, is strictly devoted to the “if-then” type of reasoning and so to the notion (idea) that any statement is either correct or incorrect.
However, it has been remarked that life is an almost continuous experience of having to draw conclusions from insufficient evidence, and this is what we have to do when we make the trivial decision as to whether or not to carry an umbrella when we leave home for work. This is what a great industry has to do when it decides whether or not to put $50,000,000 into a new plant abroad. In none of these cases¾and indeed, in practically no other case that you can suggest¾can one proceed by saying, ‘I know that A, B, C, etc. are completely and reliably true, and therefore the inevitable conclusion is …’ For there is another mode of reasoning, which does not say: ‘This statement is correct, and its opposite is completely false,’ but which says: ‘There are various alternative possibilities. No one of these is certainly correct and true, and no one certainly incorrect and false. There are varying degrees of plausibility¾of probability¾ for all these alternatives. I can help you understand how these plausibilities compare; I can also tell you how reliable my advice is.’
This is the kind of logic which is developed in the theory of probability. This theory deals with not two truth values¾correct or false¾but with all the intermediate truth values: almost certainly true, very probably true, possibly true, unlikely, very unlikely, etc. Being a precise quantitive theory, it does not use phrases such as those just given, but calculates for any question under study the numerical probability that it is true. If the probability has the value of 1, the answer is an unqualified ‘yes’ or certainty. If it is zero (0), the answer is an unqualified ‘no’, i.e. it is false or impossible. If the probability is a half (0.5), then the chances are even that the question has an affirmative answer. If the probability is a tenth (0.1), then chances are only
2. 汉译英原文：
教育部决定组织实施高校领导赴海外培训，今年共100名左右高校领导将到日本、美国、英国、澳大利亚等地培训。国家中长期教育改革和发展规划纲要同时提出，到2020年，建成一批国际知名、有特色高水平高校，若干所大学达到或接近世界一流水平。
教育部有关负责人解释，组织高校领导海外培训，是为了学习世界著名大学的成功办学经验，推进我国高水平大学建设，开阔高校领导国际视野，增进高等教育国际交流与合作，提升中国高等教育的质量和国际竞争力。也就是说，培训高校校长的目的，是为创办世界一流大学而打造一流高校领导，这个思路并不能说有错，俗话说，火车跑得快，全靠头来带，让校长们先具备世界一流大学的头脑、视野和领导力，对创办一流大学肯定是有好处的。
但是世界一流大学是如何打造出来的，先得搞清楚。虽然世界名校各有各的成长历程，但有一些特点则是共同的，有规律可循，比如高校自治、自主办学、学术自由、教授治校等等。在这些大原则下，博采众长，汲取先进的管理经验，以及传统办学理念中优秀的因素，世界一流的、具有特色的大学就在一种宽松的环境下成长起来了。
而国内大学之所以长不成世界一流，所缺者恰恰是办学自主权、学术自由这些东西，这些东西，一直被国内教育体制所限制，被教育行政机构所牢牢掌控。因此，国内高校要成长为世界一流，首先要打破的就是行政对高校的过度管理，还有高校内部的行政主导模式。这就要求教育部放手还权，将办学自主权还给高校，让高校变成高度自治的主体，自由地办学，自主地研究，自由地让思想碰撞，只有高校自主发展，学术才能高度自由，高校的创造性才会被激发出来，在这个基础上辅之以其他先进的办学经验和管理经验，高校才会逐步健康成长起来。
