Engineering students are supposed t

Engineering students are supposed to be examples of practicality and rationality, but when it comes
to my college education, I am an idealist and a fool. In high school I wanted to be an electrical engineer
and, of course, any sensible student with my aims would have chosen a college with a large engineering
department, famous reputation and lots of good labs and research equipment. But that's not what I did.
     I chose to study engineering at a small liberal arts(文科)university that doesn't even offer a major in
electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I
wanted a broad education that would provide me with flexibility and a value system to guide me in my
career. I wanted to open my eyes and expand my vision by interacting with people who weren't studying
science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They
told me I was wise and mature beyond my 18 years, and I believed them.
     I headed off to college, sure I was going to have an advantage over those students who went to big
engineering "factories", where they didn't care if you had values or were flexible. I was going to be a
complete engineer: technical genius and sensitive humanist(人文学者)all in one.
     Now I'm not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble
ideals eventually do. After three years of struggling to balance math, physics and engineering courses with
liberal arts courses, I have learned there are reasons why few engineering students try to reconcile(协调)
engineering with liberal arts courses in college.
     The reality that has blocked my path to become the typical successful student is that engineering and
the liberal arts simply don't mix as easily as I assumed in high school. Individually they shape a person in
very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study
is difficult..

結果 (中文) 1:

工科学生应该是有例子的实用性和合理性，但当它来临时我的大学教育，我是一个理想主义者和傻瓜。在高中的时候我想成为一名电气工程师并且，当然，任何理智的学生与我的目标会选择与大型工程学院部、 著名的声誉和很多好的实验室和科研设备。但就是不做。我选择了考研也不提供专业的小文科 （文科） 大学工程电气工程。显然，这不是一个现实的选择;我来这里更多高尚的原因。我想要将为我提供灵活性和价值体系来指导我在广泛教育我职业生涯。我想要打开我的眼睛和扩大我的视野与不学习的人交往科学或工程专业。我的父母、 教师和其他成年人表扬我，因为这种明智的选择。他们告诉我是超出了我 18 年中的智慧和成熟，相信了他们。去大学，我当然要比那些去大的学生有优势工程"工厂"，他们不在乎如果你曾值或有灵活。要完成工程师︰ 技术天才和敏感以人为本 （人文学者） 于一身。现在我不那么肯定。某个地方一路上我崇高的理想撞到现实，作为所有崇高最终的理想？经过三年的努力平衡与数学、 物理学和工程学课程文科课程，听说有的理由为什么几个工程学生尝试 reconcile(协调)工程与高校文科课程。已阻止我的道路，成为典型的成功学生的现实是，工程和文科想的那样容易，因为我在高中猜想。他们单独形状的一个人非常不同的方式;在一起，他们威胁要混淆。调和两个研究领域的斗争是困难的。

結果 (中文) 3:

工科学生应该是实用性和合理性的例子，但当它来临时我的大学教育，我是一个理想主义。在高中我想成为一名电气工程师当然，任何有我目标的明智的学生都会选择一所拥有大型工程的学院.部，著名的声誉和许多良好的实验室和研究设备。但那不是我所做的。    我选择到一个小的文科研究工程（文科）大学甚至不能提供专业电气工程。显然，这不是一个实际的选择，我来这里是为了更高尚的理由。我想要一个广泛的教育，将提供我的灵活性和价值体系，以指导我在我职业生涯。我想打开我的眼睛，扩大我的视野与谁不学习的人互动科学或工程。我的父母，老师和其他大人称赞我这么明智的选择。他们告诉我，我是明智和成熟的超过我的18年，我相信他们。    我去上大学，我一定要超过那些去了一个很大的优势工程“工厂”，他们不在乎你是否有价值或灵活。我将是一个完成工程师：技术天才和敏感的人文主义（人文学者）都在一个。    现在我不那么肯定。在某个地方，我崇高的理想坠入了现实，如同所有的高贵理想最终会做。经过三年的努力平衡数学，物理和工程课程与文科的课程，我学到的是有原因的几个工程的学生试图调和（协调）高校文科类课程。    挡住我成为典型的成功学生的途径是工程文科不像我在高中时那样容易混。他们单独塑造一个人非常不同的方式；他们一起威胁混淆。努力调和这两个领域的研究是困难的。