When he feels down – say, after giving a bad lecture – he grants himself permission to be human.
当他情绪低落——比如，讲了一堂糟糕的课之后——他允许自己做一个普通人。
He reminds himself that not every lecture can be a Nobel winner; some will be less effective than others.
他提醒自己，并非每场讲座都能达到诺贝尔奖得主的水平；有些讲座的效果不如其他的。
fails to adapt himself to his future role.
无法适应他未来的工作角色。
“When I come home from a hard day’s work, I often feel 18 ,” Danaher says, adding, “In a world in which I don’t have to work, I might feel rather different” – perhaps different enough to throw himself 19 a hobby or a passion project with the intensity usually reserved for 20 matters.
当我从辛苦的工作回家时，我常常感到18，”丹纳赫说，补充道，“在一个我不必工作的世界里，我可能会感觉截然不同”——也许不同到足以全身心投入到19爱好或热情项目中，那种通常留给20事务的专注程度。
On the other hand, Tronick himself is concerned that the worries about kids’ use of screens are born out of an “oppressive ideology that demands that parents should always be interacting” with their children: “It’s based on a somewhat fantasised, very white, very upper-middle-class ideology that says if you’re failing to expose your child to 30,000 words you are neglecting them.
另一方面，特伦尼克本人担忧，对孩子使用屏幕的忧虑源于一种“要求父母必须始终与孩子互动”的压迫性意识形态：“这种意识形态某种程度上理想化，非常白人至上，非常中上层阶级，认为如果你没有让孩子接触30,000个单词，就是在忽视他们。”
例句取自历年考研英语真题，翻译为机器生成，仅供学习参考。