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2019年6月英語(yǔ)六級(jí)翻譯練習(xí)：科學(xué)
The word science is heard so often in modern times that almost everybody has some notion of its meaning. On the other hand, its definition is difficult for many people. The meaning of the term is confused, but everyone should understand its meaning and objectives. Just to make the explanation as simple as possible, suppose science is defined as classified knowledge (facts).
Even in the true sciences distinguishing fact from fiction is not always easy. For this reason great care should be taken to distinguish between beliefs and truths. There is no danger as long as a clear difference is made between temporary and proved explanations. For example, hypotheses and theories are attempts to explain natural phenomena. From these positions the scientist continues to experiment and observe until they are proved or discredited. The exact status of any explanation should be clearly labeled to avoid confusion.
The objectives of science are primarily the discovery and the subsequent understanding of the unknown. Man cannot be satisfied with recognizing that secrets exist in nature or that questions are unanswerable; he must solve them. Toward that end specialists in the field of biology and related fields of interest are directing much of their time and energy.
Actually, two basic approaches lead to the discovery of new information. One, aimed at satisfying curiosity, is referred to as pure science. The other is aimed at using knowledge for specific purposes—for instance, improving health, raising standards of living, or creating new consumer products. In this case knowledge is put to economic use. Such an approach is referred to as applied science.
Sometimes practical-minded people miss the point of pure science in thinking only of its immediate application for economic rewards. Chemists responsible for many of the discoveries could hardly have anticipated that their findings would one day result in applications of such a practical nature as those directly related to life and death. The discoveries of one bit of information opens the door to the discovery of another. Some discoveries seem so simple that one is amazed they were not made years ago; however, one should remember that the construction of the microscope had to precede the discovery of the cell. The hosts of scientists dedicating their lives to pure science are not apologetic about ignoring the practical side of their discoveries; they know from experience that most knowledge is eventually applied.
6. We may simply define science as
[A] the study of unrelated subjects.
[B] an attempt to explain natural phenomena.
[C] the study of related fields.
[D] labelled knowledge.
7. A scientist interested in adding to our general knowledge about oxygen would probably call his approach
[A] applied science.
[B] agriculture science.
[C] pure science.
[D] environmental science.
18. Pure science, leading to the construction of a microscope,
[A] may lead to antiscientific, “impure” results.
[B] necessarily precedes applied science, leading to the discovery of a cell.
[C] is not always as pure as we suppose.
[D] necessarily results from applied science and the discovery of a cell.
9. On which of the following statements would the author most probably agree?
[A] Scientists engaged in theoretical research should not be blamed for ignoring the practical side of their discoveries.
[B] Today few people have any notions of the meaning of science.
[C] In science, it is not difficult to distinguish fact from fiction.
[D] Practical-minded people can understand the meaning and objectives of pure science.
10. Which of the following would be the best title for the text?
[A] The Nature of Science and Scientists
[B] Biology and the Science and Scientist
[C] Hypotheses and Theories
[D] On Distinguishing Fact from Fiction
語(yǔ)境詞匯
1.hypothesis n.假說(shuō)，假設(shè)，前提
2.discredit v.證明…是假的;不信，懷疑n.信用的喪失
3.status n.情形，狀態(tài);地位，資格
4.open the door to 為…提供方便
5.microscepe n.顯微鏡
6.apologetic a.表示歉意的;道歉的
難句突破
1.Chemists (responsible for many of the discoveries) could hardly have anticipated that their findings would [one day] result in applications (of such a practical nature as those (directly related to life and death)).
【分析】復(fù)合句。本句的主干為Chemists...could hardly have anticipated that...，that后面引導(dǎo)賓語(yǔ)從句;其中形容詞短語(yǔ)responsible for many of the discoveries此處為主語(yǔ)chemists的定語(yǔ);在賓語(yǔ)從句中，句子主語(yǔ)為their findings，謂語(yǔ)動(dòng)詞為result in，介詞of引導(dǎo)的短語(yǔ)作賓語(yǔ)applications的定語(yǔ)。
【譯文】許多有重大發(fā)現(xiàn)的化學(xué)家們可能怎么也沒(méi)有想到，他們的科學(xué)研究結(jié)果有一天會(huì)被應(yīng)用到與人們的生死密切相關(guān)的實(shí)際應(yīng)用領(lǐng)域中去。
2.(Some) discoveries seem so simple [that one is amazed they were not made years ago]; however, one should remember that the construction of the microscope had to precede the discovery of the cell.
【分析】并列復(fù)合句。本句為兩個(gè)并列的分句，每個(gè)分句都是一個(gè)復(fù)合句;前一個(gè)分句是一個(gè)so...that...的結(jié)構(gòu)，后一個(gè)分句中that引導(dǎo)了一個(gè)賓語(yǔ)從句。
【譯文】有些科學(xué)發(fā)現(xiàn)看起來(lái)是如此簡(jiǎn)單，人們甚至驚訝這樣簡(jiǎn)單的發(fā)現(xiàn)在以前怎么會(huì)想不到呢;然而，我們不要忘記，要發(fā)現(xiàn)細(xì)胞的存在，必須首先有顯微鏡的發(fā)明作為前提。
3.The hosts of scientists (dedicating their lives to pure science) are not apologetic about ignoring the practical side of their discoveries; they know [from experience] that most knowledge is eventually applied.
【分析】復(fù)合句。注意分號(hào)的作用，此處為解釋作用，即后一個(gè)分句同前一個(gè)分句之間是解釋關(guān)系。前一個(gè)分句為主系表結(jié)構(gòu)，句子的主干為scientists are not apologetic，其中分詞短語(yǔ)dedicating their lives to pure science為主語(yǔ)scientists的定語(yǔ);后一個(gè)分句中that引導(dǎo)了一個(gè)賓語(yǔ)從句。
【譯文】大量將畢生精力致力于純粹科學(xué)研究的科學(xué)家們并不為自己忽視了把科學(xué)發(fā)現(xiàn)應(yīng)用于實(shí)際而感到抱歉，因?yàn)樗麄儚囊酝慕?jīng)驗(yàn)知道，大部分新發(fā)明新發(fā)現(xiàn)最終都會(huì)被應(yīng)用到實(shí)踐中去。
本文講述了有關(guān)科學(xué)的含義及其研究目標(biāo)和研究方法。第一段指出人們需要了解科學(xué)，并把科學(xué)定義為分類的知識(shí)(事實(shí));第二段進(jìn)一步講述了科學(xué)的特點(diǎn);第三段講到了科學(xué)的研究目標(biāo);第四段講到知識(shí)的兩個(gè)類別：純粹科學(xué)及應(yīng)用科學(xué);最后一段中講到了科學(xué)家們對(duì)待這兩種科學(xué)類別的態(tài)度。
答案解析
6.【題眼】首段尾句設(shè)題
【解析】選[D]。事實(shí)細(xì)節(jié)題。文章第一段中指出，給科學(xué)下一個(gè)準(zhǔn)確的定義并不容易，且不同的人對(duì)此有不同的概念。第一段最后一句中，作者指出，為了盡可能簡(jiǎn)單地解釋什么是科學(xué)，姑且假設(shè)科學(xué)“is defined as classified knowledge(facts)”，由此可見(jiàn)選項(xiàng)[D]正確。選項(xiàng)[A]與選項(xiàng)[C]文中未提及;而選項(xiàng)[B]比較片面，因?yàn)樵诘谌沃兄赋?，科學(xué)的研究目標(biāo)是發(fā)現(xiàn)并理解所有未知的事物，而選項(xiàng)中的“natural phenomena”只是科學(xué)研究對(duì)象的一部分，故錯(cuò)誤。
7.【題眼】列舉處設(shè)題
【解析】選[C]。推理判斷題。從文中第三段來(lái)看，科學(xué)的研究目標(biāo)是發(fā)現(xiàn)并了解未知的事物;第四段中指出，純粹科學(xué)的目的是“aimed at satisfying curiosity”，即前文中所說(shuō)的為了揭開自然界的秘密，發(fā)現(xiàn)新的信息和知識(shí);而將知識(shí)用于某個(gè)特殊的目的，比如“improving health, raising standards of living, or creating new consumer products”等等，稱為應(yīng)用科學(xué);由此可見(jiàn)，若科學(xué)家研究的目的僅僅是為了增加人們有關(guān)氧氣的知識(shí)，則他的研究應(yīng)當(dāng)屬于“pure science”的范疇，故選項(xiàng)[C]正確。選項(xiàng)[A]錯(cuò)誤。選項(xiàng)[B]和選項(xiàng)[D]在文中未提及，故錯(cuò)誤。
8.【題眼】轉(zhuǎn)折處設(shè)題
【解析】選[B]。事實(shí)細(xì)節(jié)題。文章在最后一段講述純粹科學(xué)“pure science”同應(yīng)用科學(xué)之間的關(guān)系時(shí)指出，對(duì)某一種新信息的發(fā)現(xiàn)往往會(huì)為另一個(gè)新發(fā)現(xiàn)打開方便之門，緊接著在后面以顯微鏡發(fā)明和細(xì)胞的發(fā)現(xiàn)為例來(lái)說(shuō)明這一論點(diǎn)，指出“the construction of the microscope ”必須在發(fā)現(xiàn)細(xì)胞之前，也就是說(shuō)，顯微鏡的發(fā)明為發(fā)現(xiàn)細(xì)胞提供了條件，讀者可能注意到在這個(gè)句子中，作者用了“had to”這個(gè)詞，故選項(xiàng)[B]符合題意。選項(xiàng)[A]與選項(xiàng)[C]在原文中未提及;選項(xiàng)[D]“產(chǎn)生于應(yīng)用科學(xué)與細(xì)胞的發(fā)現(xiàn)”同文中表述正相反，故錯(cuò)誤。
9.【題眼】尾段尾句設(shè)題
【解析】選[A]。事實(shí)細(xì)節(jié)題。文章最后一段中指出，做出發(fā)明或者有新發(fā)現(xiàn)的科學(xué)家們不必為自己“ignoring the practical side of their discoveries”而感到抱歉，因?yàn)樗麄冎肋@些發(fā)明遲早都會(huì)應(yīng)用到實(shí)踐中去，故選項(xiàng)[A]正確。選項(xiàng)[B]不正確，因?yàn)榕c文中第一段第一句話意思相反;文章第二段第一句中指出，即使在真正的科學(xué)界，區(qū)分事實(shí)與虛構(gòu)往往也不是一件容易的事情，故選項(xiàng)[C]錯(cuò)誤;文章最后一段中指出，“practical-minded people”理解純粹科學(xué)時(shí)，往往只想到“its immediate application for economic rewards”，故選項(xiàng)[D]不正確。
10.【解析】選[A]。主旨大意題。文章一開始講述了科學(xué)的定義、科學(xué)的特點(diǎn)和研究對(duì)象。在后兩段中講到了科學(xué)的兩個(gè)類別以及它們的關(guān)系。在最后一段中講到了科學(xué)家們對(duì)待這兩種科學(xué)類別的態(tài)度，故選項(xiàng)[A]比較符合題意;選項(xiàng)[B]的生物學(xué)只在第三段和最后一段中有所提及;選項(xiàng)[C]、[D]只在第二段中提及，都不足以涵蓋整篇文章的內(nèi)容，故錯(cuò)誤。
全文翻譯
當(dāng)今時(shí)代“科學(xué)”二字常常掛在人們嘴邊，幾乎每個(gè)人對(duì)這兩個(gè)字的含義都有自己的理解。另一方面，很多人其實(shí)并不理解它的真正含義是什么。這個(gè)詞的含義很容易混淆，但是每個(gè)人都需要了解它的真正含義，知道它的研究目標(biāo)是什么。[6]為了讓這個(gè)解釋盡可能簡(jiǎn)單一些，我們姑且將科學(xué)定義為分類的知識(shí)(事實(shí))。
即使在真正的科學(xué)界，區(qū)分事實(shí)與虛構(gòu)的事實(shí)往往也不是一件容易的事情。鑒于此，我們必須十分小心地將所相信的事實(shí)與事實(shí)的真相區(qū)分開來(lái)。只要將暫時(shí)性的解釋同被事實(shí)印證了的解釋區(qū)分開，就沒(méi)有什么可擔(dān)心的了。比如，假說(shuō)和理論都是人們?cè)噲D用來(lái)解釋某些自然現(xiàn)象的?？茖W(xué)家從這些假說(shuō)和理論出發(fā)，不停地進(jìn)行試驗(yàn)和觀察，直到最終證明或者否定這些假說(shuō)和理論。因此，必須對(duì)所有的解釋進(jìn)行歸類，對(duì)其進(jìn)行準(zhǔn)確的描述，以防止人們混淆。
科學(xué)的研究目標(biāo)主要是發(fā)現(xiàn)并了解未知的事物。人類往往不會(huì)滿足于僅僅意識(shí)到某些神秘的事物和現(xiàn)象存在于自然界中，不愿意看到某些疑惑和問(wèn)題得不到解答;人類總想解決這些問(wèn)題。正是出于這樣的目的，生物界的專家們和其他相關(guān)領(lǐng)域的科學(xué)家們付出自己大部分的時(shí)間和精力來(lái)研究這個(gè)未知的世界。
實(shí)際上，發(fā)現(xiàn)新知識(shí)主要是通過(guò)兩種基本的方法實(shí)現(xiàn)的。[7]一種被稱之為“純粹科學(xué)”，主要是為了滿足人們的求知欲;另一種是為了將知識(shí)運(yùn)用于某種特殊的用途—比如，為了改善人們的健康狀況，提高人們的生活水平或者創(chuàng)造新的消費(fèi)品。在這種情況下知識(shí)被運(yùn)用到經(jīng)濟(jì)中去。這種科學(xué)研究被稱為“應(yīng)用科學(xué)”。
有時(shí)候，思想務(wù)實(shí)的人往往只會(huì)想到科學(xué)的直接運(yùn)用以得到經(jīng)濟(jì)回報(bào)，會(huì)與純粹科學(xué)失之交臂。許多有重大發(fā)現(xiàn)的化學(xué)家們可能怎么也沒(méi)有想到，他們的科學(xué)研究結(jié)果有一天會(huì)被應(yīng)用到與人們的生死密切相關(guān)的實(shí)際應(yīng)用領(lǐng)域中去。一點(diǎn)新信息的發(fā)現(xiàn)往往為發(fā)現(xiàn)另一種新信息打開了大門。有些科學(xué)發(fā)現(xiàn)看起來(lái)是如此簡(jiǎn)單，人們甚至驚訝這樣簡(jiǎn)單的發(fā)現(xiàn)在以前怎么會(huì)想不到呢;[8]然而，我們不要忘記，要發(fā)現(xiàn)細(xì)胞的存在，必須首先有顯微鏡的發(fā)明作為前提。[9]大量將畢生精力致力于純粹科學(xué)研究的科學(xué)家們并不為自己忽視了把科學(xué)發(fā)現(xiàn)應(yīng)用于實(shí)際而感到抱歉，因?yàn)樗麄儚囊酝慕?jīng)驗(yàn)知道，大部分新發(fā)明新發(fā)現(xiàn)最終都會(huì)被應(yīng)用到實(shí)踐中去。
2019年6月英語(yǔ)六級(jí)翻譯練習(xí)：抑郁
After their 20-year-old son hanged himself during his winter break from the University of Arizona five years ago, Donna and Phil Satow wondered what signs they had overlooked, and started asking other students for answers.
What grew from this soul searching was Ulifeline (www. ulifeline, org), a website where students can get answers to questions about depression by logging on through their universities. The site has been adopted as a resource by over 120 colleges, which can customize it with local information, and over 1.3 million students have logged on with their college IDs.
“It’s a very solid website that raises awareness of suicide, de-stigmatizes mental illness and encourages people to seek the help they need,” said Paul Grayson, the director of counseling services at New York University, which started using the service nearly a year ago.
The main component of the website is the Self-E-Valuator, a self-screening program developed by Duke University Medical Center that tests students to determine whether they are at risk for depression, suicide and disorders like anorexia and drug dependence. Besides helping students, the service compiles anonymous student data, offering administrators an important window onto the mental health of its campus.
The site provides university users with links to local mental health services, a catalog of information on prescription drugs and side effects, and access to Go Ask Alice, a vast archive developed by Columbia University with hundreds of responses to anonymously posted inquiries from college students worldwide. For students concerned about their friends, there is a section that describes warning signs for suicidal behavior and depression.
Yet it is hard to determine how effective the service is. The anonymity of the offline service can even play out as a negative. “There is no substitute for personal interaction,” said Dr. Lanny Berman, executive director of the American Association of Suicidology, based in Washington.
Ulifeline would be the first to say that its service is no replacement for an actual therapist. “The purpose is to find out if there are signs of depression and then direct people to the right places,” said Ron Gibori, executive director of Ulifeline.
Mrs. Satow, who is still involved with Ulifeline, called it “a knowledge base” that might have prevented the death of her son, Jed. “If Jed’s friends had known the signs of depression, they might have seen something,” she said.
16.The son of Mr. and Mrs. Satow is mentioned to
[A] introduce the topic of a website called Ulifeline
[B] show the suffering of Mr. and Mrs. Satow
[C] describe the Satows’ confusion over their son’s death
[D] report the suicide of a young man
17. Why do many colleges adopt the website Ulifeline?
[A] It provides their students with campus information
[B] It offers medical treatment to students in mental disorder
[C] It encourages their students to seek advice about depression
[D] It gives their students various help they may need
18. Which of the following is true of Go Ask Alice?
[A] It is a kind of side effect caused by some prescription drugs.
[B] It counsels college students on mental problems
[C] It is a collection of medical responses from students the world over
[D] It describes the various signs of mental disorders
19. The sentence “Yet it is…the service is.”(Line 1, Para. 6) shows that
[A] a therapist’s office is the first place for the depressed to go.
[B] the help given by the web service is doubtful.
[C] doctors have expressed a negative view of the service.
[D] only actual therapist can ensure adequate treatment.
20. To which of the following is Mrs. Satow likely to agree?
[A] Jed’s friends can prevent her son’s death
[B] Her son’s suicide is unavoidable
[C] Ulifeline is a worthwhile website
[D] Depression is the final cause of suicides
語(yǔ)境詞匯
1.de-stigmatize v.減少歧視
2.anorexia n.食欲減退，厭食
3.anonymous a.匿名的
4.side effect 副作用
5.archive n.檔案文件vt.存檔
6.suicidology n.自殺學(xué)
難句突破
1.“It’s a very solid website (that raises awareness of suicide, de-stigmatizes mental illness and encourages people to seek the help they need),” said Paul Grayson, {the director of counseling services at New York University}, (which started using the service nearly a year ago).
【分析】復(fù)合句。主句的賓語(yǔ)是直接引語(yǔ)，包含that引導(dǎo)的定語(yǔ)從句，修飾website;the director of…作Paul Grayson的同位語(yǔ)，之后which引導(dǎo)的非限制性定語(yǔ)從句修飾New York University。
【譯文】Paul Grayson認(rèn)為，“這是一個(gè)很不錯(cuò)的網(wǎng)站，它能提高對(duì)自殺的警惕，減少對(duì)精神疾病的歧視，鼓勵(lì)人們尋求幫助，”他是紐約大學(xué)的咨詢服務(wù)部主任，一年前開始使用該網(wǎng)站的服務(wù)。
2.The main component (of the website) is the Self-E-Valuator, {a self-screening program (developed by Duke University Medical Center) (that tests students to determine whether they are at risk for depression, suicide and disorders like anorexia and drug dependence).}
【分析】復(fù)合句，本句的主干結(jié)構(gòu)是The main component is the Self-E-Valuator。a self-screening program…是Self-E-Valuator的同位語(yǔ)，其中developed by…過(guò)去分詞短語(yǔ)作定語(yǔ)，that引導(dǎo)的定語(yǔ)從句修飾program，該定語(yǔ)從句又包含whether引導(dǎo)的賓語(yǔ)從句。
【譯文】該網(wǎng)站的主要組成部分是Self-E-Valuator，這是杜克大學(xué)醫(yī)療中心開發(fā)的一種自測(cè)的軟件，幫助學(xué)生判斷是否有抑郁、自殺、厭食和藥物依賴這類危險(xiǎn)。
3.The site provides university users with links (to local mental health services, a catalog of information on prescription drugs and side effects, and access to Go Ask Alice), {a vast archive (developed by Columbia University) [with hundreds of responses to anonymously posted inquiries from college students worldwide].}
【分析】簡(jiǎn)單句，本句的主干結(jié)構(gòu)是The site provides university users with links。to local…Go Ask Alice作links的定語(yǔ)，a vast archive…作Go Ask Alice的同位語(yǔ)。
【譯文】網(wǎng)站給大學(xué)生用戶提供當(dāng)?shù)蒯t(yī)療服務(wù)鏈接，一份處方藥及其副效應(yīng)的目錄，以及“詢問(wèn)愛(ài)麗絲”的接入，“詢問(wèn)愛(ài)麗絲”是一個(gè)由哥倫比亞大學(xué)開發(fā)的巨大的檔案庫(kù)，含有數(shù)百個(gè)對(duì)世界各地大學(xué)生匿名咨詢的答復(fù)。
本文主要論述了Ulifeline這一網(wǎng)站給學(xué)生提供的幫助。第一段舉了Phil Satow夫婦二十歲兒子自縊身亡的例子，第二至第五段主要論述Ulifeline的組成及功能;最后三段是對(duì)網(wǎng)站的評(píng)價(jià)。
答案解析
16.【題眼】首段、段首句設(shè)題
【解析】選[A]。推理判斷題。第一段說(shuō)到Satow一家的事情，接著第二段就進(jìn)入討論主題Ulifeline，所以答案為[A]。
17.【題眼】定語(yǔ)從句設(shè)題
【解析】選[C]。事實(shí)細(xì)節(jié)題。依據(jù)第二段首句定語(yǔ)從句where后的內(nèi)容，可以知道大學(xué)使用該網(wǎng)站的目的是鼓勵(lì)學(xué)生上網(wǎng)咨詢自己的精神抑郁等問(wèn)題，所以答案為[C]。第二段尾句提到網(wǎng)站上有學(xué)校信息，但這并不是學(xué)校使用該網(wǎng)站的原因，排除[A];根據(jù)第七段首句，網(wǎng)站咨詢不能代替真正的治療師，排除[B];[D]范圍太廣泛，網(wǎng)站不可能給學(xué)生提供各種各樣的幫助。
18.【題眼】例證處設(shè)題
【解析】選[B]。事實(shí)細(xì)節(jié)題。依據(jù)第五段首句Go Ask Alice是一個(gè)由哥倫比亞大學(xué)開發(fā)的巨大的檔案庫(kù)，含有數(shù)百個(gè)對(duì)世界各地大學(xué)生匿名咨詢的答復(fù)。結(jié)合上文可知Go Ask Alice是一個(gè)給學(xué)生提供健康咨詢的檔案庫(kù)，所以答案為[B]。[A]本身說(shuō)法錯(cuò)誤;文中只是說(shuō)檔案庫(kù)包含匿名咨詢的答復(fù)，沒(méi)有說(shuō)是medical response，排除[C];[D]文中沒(méi)有提及。
19.【題眼】首句設(shè)題
【解析】選[D]。語(yǔ)義理解題。依據(jù)文章第六、七段的內(nèi)容可知，網(wǎng)站固然可以提供咨詢，但真正充分的治療還得需要理療師，因此[D]為正確選項(xiàng)。
20.【題眼】尾段設(shè)題
【解析】選[C]。推理判斷題。根據(jù)末段的意思可以推測(cè)，Mrs.Satow一定非常認(rèn)可該網(wǎng)站，所以答案[C]。
全文翻譯
五年前的寒假，Donna和Phil Satow夫婦就讀于亞利桑納大學(xué)的20歲的兒子自縊身亡，從那以后，夫妻倆就一直想知道自己忽略了什么跡象，也向兒子的同學(xué)打聽。
[16]深刻的思索讓人注意到了Ulifeline (www. Ulifeline. org)，[17]大學(xué)生們可在學(xué)校登錄該網(wǎng)址咨詢關(guān)于抑郁的問(wèn)題。120多所高校使用該網(wǎng)址，并增添了些學(xué)校信息，130多萬(wàn)大學(xué)生用學(xué)生證在該網(wǎng)站注冊(cè)。
Paul Grayson認(rèn)為，“這是一個(gè)很不錯(cuò)的網(wǎng)站，它能提高對(duì)自殺的警惕，減少對(duì)精神疾病的歧視，鼓勵(lì)人們尋求幫助，”他是紐約大學(xué)的咨詢服務(wù)部主任，一年前開始使用該網(wǎng)站的服務(wù)。
該網(wǎng)站的主要組成部分是Self-E-Valuator，這是杜克大學(xué)醫(yī)療中心開發(fā)的一種自測(cè)的軟件，幫助學(xué)生判斷是否有抑郁、自殺、厭食和藥物依賴這類危險(xiǎn)。除了幫助學(xué)生，網(wǎng)站還匯編了學(xué)生的匿名數(shù)據(jù)，以便學(xué)校了解校園內(nèi)的精神健康狀況。
網(wǎng)站給大學(xué)生用戶提供當(dāng)?shù)蒯t(yī)療服務(wù)鏈接，一份處方藥及其副效應(yīng)的目錄，以及“詢問(wèn)愛(ài)麗絲”的接入，[18]“詢問(wèn)愛(ài)麗絲”是一個(gè)由哥倫比亞大學(xué)開發(fā)的巨大的檔案庫(kù)，含有數(shù)百個(gè)對(duì)世界各地大學(xué)生匿名咨詢的答復(fù)。對(duì)那些為朋友擔(dān)心的學(xué)生來(lái)說(shuō)，網(wǎng)站還有一個(gè)部分介紹自殺和抑郁的種種征兆。
[19]然而很難評(píng)估這種服務(wù)的效果，匿名在線服務(wù)甚至?xí)鸬较麡O作用，位于華盛頓的美國(guó)自殺協(xié)會(huì)執(zhí)行主任Dr. Lanny Berman就說(shuō)，“這種網(wǎng)站咨詢不能代替互動(dòng)的當(dāng)面咨詢?！?BR> [19]Ulifeline將首先承認(rèn)，網(wǎng)站咨詢不能代替真正的理療師。Ulifeline的執(zhí)行主任Ron Gibori說(shuō)，“我們的目的是幫助學(xué)生發(fā)現(xiàn)抑郁傾向，然后指導(dǎo)他們到合適的地方治療?！?BR> [20]Mrs. Satow仍然關(guān)注著Ulifeline，她稱之為“知識(shí)庫(kù)”，這個(gè)網(wǎng)站本可以阻止她兒子Jed的死亡。她說(shuō)，“如果Jed的同學(xué)知道抑郁的傾向，他們本可以發(fā)現(xiàn)Jed的問(wèn)題?！?BR>