CHAPTER_7_Education

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Chapter07-Starting out with C++ early objects

• encapsulation: the bundling of an object’s data and procedures into a single entity
Copyright © 2011 Pearson Education, Inc. Publishing as Pearson Addison-Wesley
Chapter 7: Introduction to Classes and Objects
Starting Out with C++ Early Objects Seventh Edition
by Tony Gaddis, Judy Walters, and Godfrey Muganda
Copyright © 2011 Pearson Education, Inc. Publishing as Pearson Addison-Wesley
Copyright © 2011 Pearson Education, Inc. Publishing as Pearson Addison-Wesley
7-5
7.2 Object-Oriented Programming
• Procedural programming uses variables to store data, focuses on the processes/ functions that occur in a program. Data and functions are separate and distinct.
– An abstract triangle is a 3-sided polygon. A specific triangle may be scalene, isosceles, or equilateral

英语《阅读教程》第一册答案

P35-3 1.d 2.f 3.i 4.b 5.g 6.c 7.j 8.e 9.h 10.a
P35-4 1.weather 2.slowly 3.typical 4.extreme 5.temperatures 6.storms 7.floods 8.rain 9.damage 10.worse
P53
1
1.diet 2.diet 3.fast food 4.universal 5.tacos and burrios 6.diabetes 7.low-carb diet plex carbohydrates 9.soy products 10.dairy
5) Some examples of directions from residents of the American Midwest are “Take this road here. Go straight north for two miles,” or, “Keep to the left around the curve. Then merge with Local Route 12 .”
w 7.public 8.restaurants 9.habits 10.health
Chapter 5
Part 1
5) A. family in the past
1. biometeorologists 2.atmosphere 3.rain,snow,humidity, air pressure 4.weather 5.strokes 6. sudden stopping of the heart 7.flu 8.lungs 9. emotional conditions and feelings 10. Seasonal Affective Disorder, long periods of darkness

布兰查德宏观经济学第七版第7版英文版chapter (7)

Macroeconomics, 7e (Blanchard)Chapter 7: The Labor Market7.1 A Tour of the Labor Market1) Which of the following is considered out of the labor force?A) the unemployedB) those temporarily laid off who will soon be recalledC) those who worked full time, but in a family businessD) those individuals who have started searching for employment for the first timeE) none of the aboveAnswer: EDiff: 1Use the information provided below to answer the following question(s).The non-institutional civilian population is 250 million, of which 100 million are employed and 10 million are unemployed.2) Based on the information above, the unemployment rate isA) 4%.B) 6.6%.C) 9.1%.D) 10%.E) 11.1%.Answer: CDiff: 23) Based on the information above, the labor force participation rate isA) 36%.B) 40%.C) 44%.D) 90.1%.E) 66%.Answer: CDiff: 24) Based on the information above, the non-employment rate isA) 4%.B) 9.1%.C) 10%.D) 60%.E) 66%.Answer: DDiff: 25) Which of the following individuals would be considered unemployed?A) an individual who works only part-timeB) an individual who works full-time in a family business, but is not paidC) an individual who is not working and is not looking for workD) all of the aboveE) none of the aboveAnswer: EDiff: 26) Based on the data provided in the chapter, which of the following represents the largest component of the labor force?A) discouraged workersB) retired individualsC) employedD) unemployedAnswer: CDiff: 17) The labor force is defined asA) the sum of the employed and unemployed.B) the total number employed.C) the total number of working age individuals in the population.D) the sum of the number of employed, unemployed and discouraged individuals. Answer: ADiff: 18) The participation rate in the United States in 2010 was approximately equal toA) 96%.B) 90%.C) 65%.D) 26%.E) 5%.Answer: CDiff: 19) Which of the following represents the participation rate?A) the ratio of the number employed to the size of the labor forceB) the ratio of the number employed to the civilian noninstitutional populationC) the ratio of the labor force to the civilian noninstitutional populationD) the ratio of the labor force to the total number of employed and unemployed workers Answer: CDiff: 110) The average amount of time people spend unemployed is approximatelyA) 1 month.B) 6 months .C) 12 months.D) none of the aboveAnswer: DDiff: 211) The Current Population Survey interviews approximately how many households each month?A) 5,000B) 10,000C) 60,000D) 100,000Answer: CDiff: 112) In the United States, how many workers become unemployed, on average, every day?A) 5,000B) 10,000C) 50,000D) 100,000Answer: CDiff: 113) In the United States, the average length of time people spend unemployed isA) approximately one month.B) between two and three months.C) between ten and eleven months.D) greater than twelve months.Answer: BDiff: 214) A reduction in the unemployment rate will tend to cause which of the following?A) an increase in the separation rateB) a reduction in the nominal wageC) a reduction in the duration that one is unemployedD) none of the aboveAnswer: CDiff: 215) When the unemployment rate is low, we would expect thatA) the probability of losing a job is high.B) the probability of losing a job is low.C) the probability an unemployed individual will find another job is low.D) the separation rate will increase.Answer: BDiff: 216) The participation rate in the U.S. has increased steadily over time. First, explain what the participation rate represents. Second, explain why the participation rate has increased. Answer: The participation rate is the ratio of the labor force to the working age population. One of the reasons for the significant increase in the participation rate is the increasing participation of women in the labor force.Diff: 217) What effect does the existence of discouraged workers have on the ability of the official unemployment rate to provide accurate information about the extent to which labor is employed? Answer: Discouraged workers are individuals who have stopped searching for employment because, for example, they have become "discouraged" with the prospects of finding employment. Once they stop searching (after 4 weeks), they are no longer counted as unemployed and, therefore, in the labor force. Such a dynamic would cause the official unemployment to fall. Alternatively, the existence of discouraged workers implies that the official unemployment rate underestimates the extent to which labor is being is not being used. This explains why the existence of discouraged workers can cause the unemployment rate to be an imperfect measure of the utilization of labor.Diff: 218) First, provide a brief explanation of what the unemployment rate measures. Second, explain how changes in each of the components of the unemployment rate can cause changes in the unemployment rate.Answer: The unemployment rate measures the percentage of the labor force that is unemployed. The unemployment rate is based on a monthly survey of households. Individuals are classified as employed, unemployed, or out of the labor force. Individuals employed or unemployed are in the labor force. Suppose individuals decide to enter the labor force for the first time. This increase in the size of the labor force, all else fixed, would cause an increase in the unemployment rate.On the other hand, if there were an increase in the number of individuals unemployed (caused by, for example, firms laying off workers as demand for their products falls), we would observe no change in the labor force but an increase in the unemployment rate.Diff: 27.2 Movements in Unemployment1) Data on labor-force flows show thatA) almost all separations are due to death.B) almost all separations are due to serious illness.C) almost all separations are quits.D) almost all separations are layoffs.E) none of the aboveAnswer: EDiff: 22) Data on labor-force flows show thatA) in any given month, almost none of the unemployed gets jobs.B) in any given month, almost all of the unemployed gets jobs.C) the average duration of unemployment is about 2 weeks.D) the average duration of unemployment is about 2 years.E) in any given month, about one-fourth of the unemployed get jobs.Answer: EDiff: 23) Which of the following variables is most directly determined in the labor market?A) stock pricesB) nominal wagesC) interest ratesD) all of the aboveE) none of the aboveAnswer: BDiff: 14) The two labor markets in the "dual labor market" areA) southern versus northern.B) western versus eastern.C) English speaking versus non-English speaking.D) domestic versus foreign.E) none of the aboveAnswer: EDiff: 15) When the Current Population Survey (CPS) was introduced in 1940, it was based on a survey of approximately 8,000 households. The CPS survey is now based on a survey of how many households?A) 8,000B) 10,000C) 12,000D) 20,000E) 60,000Answer: EDiff: 26) As the unemployment rate falls,A) the proportion of the unemployed finding a job increases.B) the separation rate increases.C) the young and unskilled experience larger-than-average decreases in unemployment.D) both A and C.E) all of the aboveAnswer: DDiff: 27.3 Wage Determination1) Which of the following statements about wage setting is true?A) most workers in the U.S. have their wages set by formal contracts.B) formal contracts play a more important role in Japan and Western Europe than in the United States.C) the minimum wage in the U.S. is about 75% of the average wage.D) all of the aboveAnswer: BDiff: 12) The reservation wage isA) the wage that an employer must pay workers to reduce turnover to a reasonable level.B) the wage that ensures a laid-off individual will wait for re-hire, rather than find another job.C) the lowest wage firms are allowed by law to pay workers.D) the wage offer that will end a labor-strike.E) none of the aboveAnswer: EDiff: 13) Efficiency wage theory suggests thatA) workers will be paid less than their reservation wage.B) productivity might drop if the wage rate is too low.C) the government can only set tax rates so high before people will prefer not to work.D) unskilled workers will have a lower turnover rate than skilled workers.E) firms will be more resistant to wage increases as the labor market tightens. Answer: BDiff: 24) If efficiency wage theory is valid, we would expect a relatively low premium over the reservation wage whenA) the unemployment rate is low.B) the job requires very little training.C) workers can be easily monitored.D) workers have few other options for employment in the area.E) all of the aboveAnswer: CDiff: 25) Henry Ford's experiment with efficiency wages resulted inA) a dramatic drop in productivity.B) a dramatic increase in the turnover rate.C) a reduction in the layoff rate.D) new problems with the work force, like drunkenness and reckless driving.E) no noticeable effects.Answer: CDiff: 26) In the wage-setting relation, the nominal wage tends to decrease whenA) the price level increases.B) the unemployment rate decreases.C) unemployment benefits decrease.D) the minimum wage increases.E) all of the aboveAnswer: CDiff: 17) In the wage setting relation W = P e F(u,z), the variable z does not include which of the following variables?A) the minimum wageB) unemployment benefitsC) the extent to which firms mark up prices over their marginal costD) all of the aboveE) none of the aboveAnswer: CDiff: 18) Labor productivity is represented by which of the following?A) the ratio of output to employmentB) workers per unit of capitalC) capital per workerD) the ratio of output to populationE) the ratio of output to the labor forceAnswer: ADiff: 19) Today, about ________ of U.S. workers have their wages set by collective bargaining agreements.A) 10%B) 15%C) 20%D) 25%Answer: ADiff: 210) Explain several implications and characteristics of efficiency wage theories.Answer: The efficiency wage theory suggests that firms will pay workers a wage in excess of the workers' reservation wage to minimize quits and to increase productivity. The efficiency wage theory also suggests that nominal wages will be a function of labor market conditions. As the unemployment rate falls, the nominal wage will rise.Diff: 211) Explain how an increase in the unemployment rate will affect bargaining power and nominal wages.Answer: As the unemployment rate increases, it is more difficult for individuals to find employment at other firms. So, workers' bargaining power will fall. As bargaining power falls, the nominal wage will fall.Diff: 212) First, explain what the WS relation represents. Second, explain why it has its particular shape.Answer: The WS relation illustrates the effect of changes in the unemployment rate on the real wage implied by the wage-setting behavior of firms and workers. The WS curve (or relation) is downward sloping because as the unemployment rate increases, workers have less bargaining power so the nominal wage will decrease. This decrease in W, given P, implies that the real wage will also fall. Hence, the WS curve is downward sloping.Diff: 27.4 Price Determination1) The price setting equation is represented by the following: P = (1 + m)W. When there is perfect competition, we know that m will equalA) W.B) P.C) 1.D) W/P.E) none of the aboveAnswer: CDiff: 22) Explain why nominal wages are a function of the expected price level.Answer: Workers and firms care about the real wage. Nominal wages are typically set for a period of time by contracts. Individuals will, therefore, be concerned about what the future price level will be when determining the nominal wage. When setting the nominal wage, individuals will form expectations of what the future price level will be. They will use this to help determine the nominal wage.Diff: 27.5 The Natural Rate of Unemployment1) The natural rate of unemployment is the rate of unemploymentA) that occurs when the money market is in equilibrium.B) that occurs when the markup of prices over costs is zero.C) where the markup of prices over costs is equal to its historical value.D) that occurs when both the goods and financial markets are in equilibrium.E) none of the aboveAnswer: EDiff: 22) The natural level of output is the level of output that occurs whenA) the goods market and financial markets are in equilibrium.B) the economy is operating at the unemployment rate consistent with both the wage-setting and price-setting equations.C) the markup (m) is zero.D) the unemployment rate is zero.E) there are no discouraged workers in the economy.Answer: BDiff: 23) Suppose we wish to examine the determinants of the equilibrium real wage and equilibrium level of employment (N). In a graph with the real wage on the vertical axis, and the level of employment on the horizontal axis, the price-setting relation will now beA) a vertical line.B) a horizontal line.C) an upward sloping line.D) a downward sloping line.E) kinked at the natural rate of unemployment.Answer: BDiff: 24) Suppose we wish to examine the determinants of the equilibrium real wage and equilibrium level of employment (N). In a graph with the real wage on the vertical axis, and the level of employment on the horizontal axis, the wage-setting relation will now beA) a vertical line.B) a horizontal line.C) an upward sloping line.D) a downward sloping line.E) a curve that first slopes upward, then downward.Answer: CDiff: 25) The natural level of employment (N) will increase when which of the following occurs?A) an increase in the markup of prices over costsB) a reduction in unemployment benefitsC) an increase in the actual unemployment rateD) all of the aboveE) none of the aboveAnswer: BDiff: 26) Suppose workers and firms expect the overall price level to increase by 5%. Given this information, we would expect thatA) the nominal wage will increase by less than 5%.B) the nominal wage will increase by exactly 5%.C) the nominal wage will increase by more than 5%.D) the real wage will increase by 5%.E) the real wage will increase by less than 5%.Answer: BDiff: 27) Suppose the actual unemployment rate decreases. This will causeA) an upward shift in the WS curve.B) a downward shift in the WS curve.C) an upward shift in the PS curve.D) a downward shift in the PS curve.E) none of the aboveAnswer: EDiff: 28) Suppose the actual unemployment rate increases. This will causeA) an upward shift in the WS curve.B) a downward shift in the WS curve.C) an upward shift in the PS curve.D) a movement along the WS and the PS curves.E) none of the aboveAnswer: DDiff: 29) With the real wage on the vertical axis and the unemployment rate on the horizontal axis, we know thatA) the WS curve is upward sloping.B) the WS curve is downward sloping.C) the PS curve is upward sloping.D) the PS curve is downward sloping.Answer: BDiff: 210) Based on wage setting behavior, we know that a reduction in the unemployment rate will causeA) no change in the real wage.B) a reduction in the real wage.C) an increase in the real wage.D) an upward shift of the WS curve.Answer: CDiff: 211) Based on price setting behavior, we know that a reduction in the unemployment rate will causeA) no change in the real wage.B) a reduction in the real wage.C) an increase in the real wage.D) an upward shift of the PS curve.Answer: ADiff: 212) Suppose the aggregate production function is given by the following: Y = AN. Given this information, we know that labor productivity is represented by which of the following?A) 1/AB) AC) 1/ND) N/YAnswer: BDiff: 213) Suppose the aggregate production function is given by the following: Y = N. Given this information, we know that labor productivity is represented by which of the following?A) 1/NB) NC) N/YD) 1Answer: DDiff: 214) A reduction in unemployment benefits will tend to cause which of the following?A) an upward shift in the WS curveB) a downward shift in the WS curveC) an upward shift in the PS curveD) a downward shift in the PS curveE) none of the aboveAnswer: BDiff: 215) An increase in the minimum wage will tend to cause which of the following?A) an upward shift in the WS curveB) a downward shift in the WS curveC) an upward shift in the PS curveD) a downward shift in the PS curveE) none of the aboveAnswer: ADiff: 216) Suppose that increased international trade makes product markets more competitive in the U.S. Given this information, we would expect to observe which of the following?A) an upward shift in the WS curveB) a downward shift in the WS curveC) an upward shift in the PS curveD) a downward shift in the PS curveE) none of the aboveAnswer: CDiff: 217) With the real wage on the vertical axis and employment (N) on the horizontal axis, we know thatA) the WS curve is upward sloping.B) the WS curve is downward sloping.C) the PS curve is upward sloping.D) the PS curve is downward sloping.Answer: ADiff: 218) Based on our understanding of the labor market model presented in Chapter 6, we know that an increase in the minimum wage will causeA) an increase in the equilibrium real wage.B) a reduction in the equilibrium real wage.C) a reduction in the natural rate of unemployment.D) both B and CAnswer: ADiff: 219) Based on our understanding of the labor market model presented in Chapter 6, we know that an increase in the markup will causeA) an increase in the equilibrium real wage.B) a reduction in the equilibrium real wage.C) a reduction in the natural rate of unemployment.D) both B and CAnswer: BDiff: 220) Based on our understanding of the labor market model presented in Chapter 6, we know thata reduction in the markup will causeA) an increase in the equilibrium real wage.B) a reduction in the equilibrium real wage.C) an increase in the natural rate of unemployment.D) a reduction in the natural rate of unemployment and no change in the real wage.Answer: ADiff: 221) For this question, assume that Y = N. Based on our understanding of the labor market model presented in Chapter 6, we know that an increase in the minimum wage will causeA) an increase in the natural level of output.B) a reduction in the natural level of output.C) no change in the natural level of output.D) an increase in the natural level of employment.Answer: BDiff: 222) For this question, assume that Y = N. Based on our understanding of the labor market model presented in Chapter 6, we know that a reduction in the markup will causeA) an increase in the natural level of output.B) a reduction in the natural level of output.C) no change in the natural level of output.D) a reduction in the natural level of employment.Answer: ADiff: 223) Based on wage setting behavior, we know that an increase in the unemployment rate will causeA) no change in the real wage.B) a reduction in the real wage.C) an increase in the real wage.D) an upward shift of the WS curve.Answer: BDiff: 224) Based on price setting behavior, we know that an increase in the unemployment rate will causeA) no change in the real wage.B) a reduction in the real wage.C) an increase in the real wage.D) an upward shift of the PS curve.Answer: ADiff: 225) An increase in unemployment benefits will tend to cause which of the following?A) a downward shift in the WS curveB) an upward shift in the PS curveC) an upward shift in the WS curveD) a downward shift in the PS curveE) none of the aboveAnswer: CDiff: 226) A reduction in the minimum wage will tend to cause which of the following?A) an upward shift in the WS curveB) a downward shift in the WS curveC) an upward shift in the PS curveD) a downward shift in the PS curveE) none of the aboveAnswer: BDiff: 227) Explain what effect a reduction in the unemployment rate will have on the real wage based on: (1) the WS relation; and (2) the PS relation.Answer: A reduction in the unemployment rate will increase bargaining power, increase the nominal wage, and therefore increase the real wage based on wage setting behavior. Changes in the unemployment rate have no effect on the real wage based on price setting behavior.Diff: 228) First, explain what the PS relation represents. Second, explain why it has its particular shape. Answer: The PS relation illustrates the effect of changes in the unemployment rate on the real wage implied by the price-setting behavior of firms. Firms set prices as a markup over their marginal cost of producing goods. Given that the marginal cost is assumed to be independent of the level of employment (and, therefore, the unemployment rate), changes in u will have no effect on the price firms set and, therefore, on the real wage based on PS behavior.Diff: 229) Graphically illustrate (using the WS and PS relations) and explain the effects of an increase in the markup on the equilibrium real wage, the natural rate of unemployment, the natural level of employment, and the natural level of output.Answer: An increase in the markup will cause firms to raise the price given the nominal wage. This will cause the real wage based on price setting behavior to decrease; this is represented by a downward shift in the PS curve. This reduction in the real wage will also occur with an increase in the unemployment rate. So, the natural rate of unemployment will rise and the natural level of employment and, therefore, output will fall. The equilibrium real wage will also be lower. Diff: 230) Graphically illustrate (using the WS and PS relations) and explain the effects of an increase in the minimum wage on the equilibrium real wage, the natural rate of unemployment, the natural level of employment, and the natural level of output.Answer: An increase in the minimum wage will cause the nominal wage based on wage setting behavior to increase; this is represented as an upward shift in the WS relation. As the nominal wage increases, firms will respond by increasing the price level so we will observe no change in the equilibrium real wage. We will observe an increase in the natural rate of unemployment and a reduction in both the natural level of employment and output.Diff: 231) Based on your understanding of the labor market model presented by Blanchard (i.e., the WS and PS relations), explain what types of policies could be implemented to cause a reduction in the natural rate of unemployment.Answer: The natural rate of unemployment will change whenever either the PS or WS relations change. To reduce the natural rate, policy makers could implement polices that: (1) reduce unemployment benefits; (2) reduce the minimum wage; or (3) increase competition in product markets.Diff: 232) Explain how a reduction in the unemployment rate will affect bargaining power and nominal wages.Answer: As the unemployment rate decreases, it is easier for individuals to find employment at other firms. So, workers' bargaining power will increase. As bargaining power increases, the nominal wage will increase.Diff: 233) Graphically illustrate (using the WS and PS relations) and explain the effects of a reduction in the markup on the equilibrium real wage, the natural rate of unemployment, the natural level of employment, and the natural level of output.Answer: A reduction in the markup will cause firms to reduce the price given the nominal wage. This will cause the real wage based on price setting behavior to increase; this is represented by a upward shift in the PS curve. This increase in the real wage will also occur with an decrease in the unemployment rate. So, the natural rate of unemployment will decrease and the natural level of employment and, therefore, output will increase. The equilibrium real wage will also be higher.Diff: 234) Graphically illustrate (using the WS and PS relations) and explain the effects of a reduction in the minimum wage on the equilibrium real wage, the natural rate of unemployment, the natural level of employment, and the natural level of output.Answer: A reduction in the minimum wage will cause the nominal wage based on wage setting behavior to decrease; this is represented as an downward shift in the WS relation. As the nominal wage deceases, firms will respond by reducing the price level so we will observe no change in the equilibrium real wage. We will observe a decrease in the natural rate of unemployment and an increase in both the natural level of employment and output.Diff: 235) Explain what effect an increase in the unemployment rate will have on the real wage based on: (1) the WS relation; and (2) the PS relation.Answer: An increase in the unemployment rate will decrease bargaining power, decrease the nominal wage, and therefore decrease the real wage based on wage setting behavior. Changes in the unemployment rate have no effect on the real wage based on price setting behavior.Diff: 2。

Chapter 7 Education in Britain 英国教育

III. Higher Education

5.Degree titles are based on courses and dredits. 6. competition for universities is strong. 7.Teaching mainly adopts the lecture system, supported by tutorials and seminars 8.independent institutions enjoying academic freedom. However dependent upon finance given by government to University Funding Councils 9. tuition fees of 1,075 pounds
Oxbridge

Cambridge university has been prominent in mathematics and sciences. Oxford has produced numerous political leaders and cabinet mimisters.
The Open University
The State School

Scotland
Its state school system is comprehensive and non-selective

Northern Ireland
Its state schools are mostly divided on religious grounds into Catholic and Protestant and are often single-sex

chapter_4_educational_visits

Language points
I attended his lecture. 我听了他的讲座。（2）take part in是固定词组，意为“参加”，多指参加群众性活动等，着重说明句子主语参加该活动并在活动中发挥作用。 e.g.We all had to take part in the training run. 我们大家都得参加跑步训练。 We often take part in physical labour. 我们经常参加体力劳动。
Phrases in the text
• • • • • • • • 1. educational visit 2. the host family 3. give a talk about sth. 4. learn about 5. rubbish dump 6. be moved by 7. improve the situation 8. a very valuable experience
Reading carefully
1. Why did Tammy take photos and postcards from China with her? --They were required to tell people about their own country. 2. Why did Tammy learn English quickly in Auckland? --Her hosts were very patient and thepy helped her learn quickly.
Language points
（3）join有两个用法： ① 指加入某个党派，团体组织等，成为其成员之一，意为“参军，入团，入党”等。 e.g. When did your brother join the army？你哥哥什么时候参军的？（4）join in多指参加小规模的活动，如球赛、游戏等，常用于日常口语。 e.g. Come along, and join in the ball game. 快，来参加球赛。 Why didn’t you join in the talk last night？昨晚你为什么没参加座谈？

_American_Education1

Chapter Seven American Education1. Features of American educationEducational institutions in the U.S. reflect the nation’s basic values, especially the ideal of equality of opportunity. Americans believe that everyone has both the right and the obligation to become educated; Americans regard education as the most important factor in determining a person’s social role and economic prospects.America has had a great respect for education from its earliest times: The first group of Puritans came to the new world in 1620 to avoid being persecuted in England and seek the freedom to practice their religion – a freedom they could not enjoy in their native countrythey went on board the ship known as Mayflower and established the Plymouth Colony in New EnglandIn the subsequent years, more Puritans came and founded the Massachusetts Bay Colony in 1630. Plymouth remained a separate colony until 1691 when it merged into the MA Bay Colony. One of the things the Puritans believed was that every person should be able to read the Bible. Within just a few years after their arrival, they took steps to set up a system of education in their colony: 1) In 1634, they opened a “Latin grammar” school, a school for those who wanted to prepare for college；2) In 1634 and 1638 the Puritans passed laws declaring that all property could be taxed for the common good, including the support of schools；3) In 1642 and 1647, the Puritans passed laws requiring all parents to provide reading education for their education；4) Harvard College was founded in 1636 for the training of religious ministers, and there were 8 other colleges were established before 1776. So from the earliest days of the British American colonies, the Puritans introduced two practices that still influence American youth: 1).Compulsory education for all children; 2) public taxation for schools.Religious bodies were very active in developing elementary and secondary schools. Soon after 1800, progress was made in the north-eastern region towards universal education paid for from taxes. In 1825, a basic system of public schools was established in the US. Under the US Constitution, the federal government has no power to make laws in the field of education; schools are maintained by state and local governments. The federal government can give financial help in this field.Each state has an educational administration: 1).Laying down general principles concerning the organization of schools and such matters as the ages of compulsory education. 2).Schools are provided and managed by local community boards of education, whose members are elected.There is no unified national curriculum and textbooks are chosen by the state or local educational authorities. All the states practice compulsory education free of charge, and require a child to attend school up to age 16, and some states require attendance to age 18.2. Elementary and secondary educationThe typical American child spends 6 hours a day, five days a week, and 180 days a year in school. Most children start school at age five by attending kindergarten, or even at age three or four by attending preschool programs. Then usually there are six years of elementary school, two years of middle schools (or junior high school), and four years of high school. School systems may divide the 12 years up differently –grouping grades 6-8 into middle school (junior high school) and secondary or high schools generally means grades 9-12. Not all school systems havekindergarten, but all have 12 years of elementary, middle school (or junior high school), and senior high school. The great majority of American students attend the free public elementary and high schools, but about 10 % attend private schools, most of which are run by churches, and receive financial support from them, though parents must also pay tuition. 1) The law forbids public schools to give religious instructions, but private schools are free to do it. Religion is not always the reason that parents send their children to these schools .2). Many parents believe that private schools are safer and of better quality than the public schools. .There are also some elite private schools which serve many upper-class children. Students must pay high tuitions fees that only wealthier families can afford them, though scholarship are usually offered talent, less affluent children who cannot pay the tuition. Parents often send their children to these schools so that their children will associate with other upper-class children and maintain the upper-class position held by their parents, in addition to getting a good education. Unlike private religious schools, elitist private schools conflict with the American ideal of equality of opportunity. These schools often give extra educational and social advantage to the children whose families have the money to allow them to attend.The quality of education children receive in public schools varied greatly; the residential patterns were often the source of problems, particularly in urban areas. The public schools in the inner city are predominantly composed of Afro-American students and often share the neighborhood problems of high crime rates and other forms of social disorder. These schools were clearly unequal to those in the predominantly white, middle-class neighborhoods in the suburbs. The largest percentage of the money for schools comes from the local level (cities and counties), mainly from property taxes. School districts that have middle-class or wealthy families have more tax money to spend on education; therefore, wealthier school districts have beautiful school buildings with computers and the latest science equipment, and poorer school districts have older buildings with less modern equipment.There is no national curriculum, and textbooks are chosen by the state or local educational authorities, but certain subjects are taught at all schools across the country. Almost all elementary schools provide instructions in such subjects as 1) mathematics; 2) language arts (including reading, grammar, composition and literature); 3) penmanship; 4) science; 5) social studies (including history, geography, citizenship and economics); 6) music; 7) art; 8) physical education Also many elementary schools have introduced courses in the use of computers, and a second language in the upper eleme ntary grades. Most secondary schools offer the same “core” of required subjects: English, mathematics, science, social studies and physical educationAfter completing the required courses, students can take additional courses as “electives”, which range from specialized academic to vocational subjects: European history, foreign languages, industrial trades, driver education, and “shop” (construction and repair of machines).American schools tend to put more emphasis on developing critical-thinking skills. Class discussion is common because it embodies the principle of “learning by inquiry”. Traditionally, Americans are more interested in practical skills than in pure theory. This, some Americans argue, partly explains why American students’ average scores i n international academic contests are not so high. Also American schools do not give their students special intensive training prior to the formal contests. Americans schools also emphasize developing the students’ social and interpersonal skills to help students develop these skills. Schools add a large number of extracurricular activities to daily life at school: athletics, student government, clubs, and activitiesfor almost every student interest such as art, music, drama, debate, photography, volunteer work. Grades in high school courses and scores on tests like the SAT (Scholastic Aptitude Test) are very important but so are the students’ extracurricular activities.Anyone who wants to teach at an elementary or high school has first to graduate from a college/university and then study education for one year and get a teacher’s certificate. In making their decisions about which students to admit, colleges look for students who are “well-rounded.”3. Higher educationAfter high school, the majority of students go on to college leading to a bachelor’s degree, and the bachelor’s degree can be followed by professional studies, which lead to degrees in such professions as law and medicine, or graduate studies, which lead to master’s and doctoral degrees. The American public schools are free and open to all at the elementary and secondary (high school) level, but the colleges and universities, whether public or private, charge tuition and have competitive entrance requirements.The US leads all industrial nations in the proportion of its young men and women who receive higher education. The US does not have a unified national system of higher education –1) The 50 states and large cities run their own colleges and universities, which are known as public universities making up 75% of the total. 2) The other 25% are privately operated by religious or other organizations.Both public and private universities and colleges depend on the following sources of income: 1) students’ tuition fees, 2) government funding (financial help), 3) donation from the wealth and former graduates. Public universities receive more financial assistance from the government than private ones; and the latter require students to pay more tuition fees than the former.The system of higher education is complex. it mainly comprises three categories:1) The university, which may contain: a) several colleges/schools for undergraduate students seeking a bachelor’s (four-year) degree; b) one or more graduate schools for those continuing in specialized studies beyond the bachelor’s degree to obtain a master’s or a doctoral degree.2) The 4-year undergraduate institution: the college; most of them are not part of a university3) The 2-year, or community college, which offers associate degrees to their students and from which students may enter many professions or may transfer to 4-year colleges or universities.In addition, there are many technical/vocational schools, at which high school graduates may take courses ranging from 6 months to four years in duration and learn a variety of technical skills, from hair-styling through business accounting to computer programming; There are also various non-degree certification/diploma programs, such as adult basic and continuing education, leisure learning programs, continuing professional education and training programs, etc.Out of more than 3 million students who graduate from high school each year, about one million go on for higher education. Simply by being admitted into one of the most respected universities in the US, a high school graduate achieves a degree of success.The factors that determine whether a university is one of the best or one of the lower prestige are :1) quality of teaching staff2) quality of research facilities3) amount of funding available for libraries4) specialized programs5) the competence and number of applicants for admission - how selective the university can in choosing its students.All these factors reinforce one another.Admission to prestigious universities is highly competitive. Applicants have to take SATS (Scholastic Aptitude Tests). Applicants are generally chosen on the basis of: a) their high school records; b) recommendations from their high school teachers; c) the impressions they make during their interviews at the university; d) their scores on the SATS.At the college level, foreign applicants are required to submit the scores on TOEFL test (Test of English as a Second Language). If you are pursuing a graduate degree in the Arts and Science, you are also asked to take the GRE (Graduate Record Examination). If you are pursuing a graduate degree in a business related field, you’ll be asked to take the GMA T (Graduate Management Admission Test). For law it is the LAST (Law School Admission Test) .For medicine it is the MCAT (Medical College Admission Test).There are a number of financial aid programs in the form of loans and scholarships available at both public and private schools. The expenses of attending college make it difficult for many students to attend even the less expensive public universities. Growing number of students cannot afford to go away to college and pay $15,000 - $39,000 each year for a public or private university, they choose instead to attend community college for two years in their hometowns, paying as little as $2,000 per year in tuition. These 2-year colleges offer a wide range of programs and offer associate degrees to their graduates. Some of the associate degrees are in vocational or technical fields. Students may also take their first 2 years of college at a community college and then transfer to a state university.Despite its costs, the percentage of Americans seeking a college education continues to grow. Today there are more than 15 million students attending college, and there are about 3,000 different colleges and universities throughout the country. Many parents who were not able to attend college when they were young are eager to see their children attend. Colleges provide residence halls for students, but many students do not live on campus; they have their own cars and drive home after class to save rent. Meals are provided in students’ cafeterias and the food is usually less expensive than outside. Many students must work during their college years to help meet the costs. Even students from rich families sometimes do part-time jobs in restaurants or supermarkets to earn their tuition and living expenses. Americans do not look down upon anyone engaged in honest work to make money.College students choo se their “major” and a number of “electives”. Typically, an undergraduate student has to earn about 120 credits in order to receive the bachelor’s degree at the end of four years’ study. The courses for most graduate degrees can be completed in 2-4 years; if a graduate program requires original research, a graduate student has to spend additional months in the lab. Courses related to the business world and learned professions are the most popular in America. About 70% of Master’s degree and doctoral degrees are awarded in teaching education, business management, engineering, medicine, sciences, and law. These are among the high paid jobs.。

语言学教程Chapter 7. Language, Culture, and Society(课堂PPT)

2
Anthropological linguistics
A branch of linguistics which studies the relationship between language tradition, beliefs, and family structure. 语言学的一个分支，研究一个社团的语言和文化之间的关系，如传统、信仰和家庭结构。
14
Ethnography of communication
The study of the place of language in culture and society. Language is not studied in isolation but within a social and/ or cultural setting. Ethnography of communication studies, for example, how people in a particular group or community communicate with each other and how the social relationships between these people affect the type of language they use.
8
Speech act theory
Language is a mode of action This view of language is the basis for the generation of the speech act theory.
9
Contribution by Malinowski
Paved the way for a cultural, rather, a contextual study of language use in Britain.

美国文学chapter_7

Backward
Forward
Chapter 7: the Era of Realism and Naturalism
In 1860, there were fewer than 100 millionaires; by 1875, there were more than 1,000. From 1860 to 1914, the United States was transformed from a small, young, agricultural ex-colony to a huge, modern, industrial nation. A debtor nation in 1860, by 1914 it had become the world's wealthiest state, with a population that had more than doubled, rising from 31 million in 1860 to 76 million in 1900. By World War I, the United States had become a major world power. As industrialization grew, so did alienation. Characteristic American novels of the period Stephen Crane's Maggie: A Girl of the Streets, Jack London's Martin Eden, and later Theodore Dreiser's An American Tragedy depict the damage of economic forces and alienation on the weak or vulnerable individual. Survivors, like Twain's Huck Finn, Humphrey Vanderveyden in London's The Sea-Wolf, and Dreiser's opportunistic Sister Carrie, endure through inner strength involving kindness, flexibility, and, above all, individuality.

语言学教程Chapter Seven

We pay our attention to:
language and culture, Language and society,
and language and cross-cultural communication.
2
7.1 language and culture What is culture? Broadly speaking, it means the total way of life of a people, including the patterns of belief, customs, objects, institutions, techniques, and language. In a narrow sense, it refers to local or specific practice, beliefs or customs. 7.1.1 The relationship between L & C There exists a close relationship between language and culture, generally, a relation of part to whole, for L is part of C. Language is an indispensible carrier of culture. The knowledge and beliefs that constitute a people’s culture are habitually encoded and transmitted in L. Culture finds a better representation through language use. Language and culture correlate with each other at different levels of linguistic structure.

理想国英文原文第七章

理想国英文原文第七章Title: Analysis of Chapter 7 of "The Republic" by PlatoIntroduction:"The Republic" is a philosophical work written by Plato, a renowned ancient Greek philosopher. Chapter 7 of this influential book explores various aspects of the ideal state or "Ideal Republic." This article aims to provide an accurate and comprehensive analysis of Chapter 7, highlighting its main points and their significance.Body:1. The concept of the philosopher-king:1.1 The philosopher-king's role as the ruler: Plato argues that the ideal state should be governed by philosopher-kings who possess knowledge and wisdom.1.2 The philosopher-king's education: Plato emphasizes the importance of a rigorous education for the philosopher-king, including training in mathematics, philosophy, and dialectics.1.3 The philosopher-king's detachment from material possessions: According to Plato, philosopher-kings should be free from material desires and focused solely on pursuing wisdom and the well-being of the state.2. The three classes of society:2.1 The Guardians: Plato proposes a division of society into three classes, with the Guardians being the ruling class responsible for protecting the state and maintaining order.2.2 The Auxiliaries: This class comprises warriors and soldiers who assist the Guardians in defending the state from external threats.2.3 The Producers: The third class consists of farmers, artisans, and craftsmen who provide for the material needs of the state.3. The abolition of private property and family:3.1 Common property: Plato argues that in the ideal state, property should be held collectively, with no individual ownership. This ensures equality and prevents corruption.3.2 The abolition of the family: Plato suggests that the traditional family structure should be replaced by a communal system, where children are raised collectively to eliminate personal attachments and promote unity.4. The role of women in the ideal state:4.1 Equality of women: Plato advocates for the equality of men and women in the ideal state, emphasizing that women should receive the same education and have the same opportunities as men.4.2 Women as Guardians: Plato proposes that women should also serve as Guardians, participating in the defense and governance of the state alongside men.4.3 The selective breeding of Guardians: Plato suggests a system of selective breeding to ensure that only the most capable individuals become Guardians, regardlessof gender.5. The importance of justice in the ideal state:5.1 Justice as harmony: Plato argues that justice is the fundamental virtue of the ideal state, where each individual performs their designated role harmoniously, leading to a balanced and prosperous society.5.2 The role of education in fostering justice: Plato emphasizes that education plays a crucial role in cultivating virtuous individuals who understand and uphold justice in the state.5.3 The philosopher-king as the embodiment of justice: Plato asserts that the philosopher-king, possessing wisdom and knowledge, represents the epitome of justice and is responsible for ensuring its prevalence in the state.Conclusion:Chapter 7 of "The Republic" by Plato delves into the concept of the ideal state, discussing the philosopher-king, the three classes of society, the abolition of private property and family, the role of women, and the significance of justice. Plato's ideas in this chapter have had a profound influence on political philosophy and continue to provoke thoughtful discussions on the nature of an ideal society.。

《管理学原理》英语教学课件CHAPTER7-Managing Change

2019/4/14 郭志文 2001 Copyright 14

Stress (1)

An individual is confronted with an opportunity, constraint, or demand related what desired. Outcome is perceived to be both uncertain & important.
Authority relationships Coordinating mechanisms Job redesign Spans of control
People
Attitudes Expectations Perceptions Behavior
＋ Technology
Work Process Work method Equipment
Coercion
When a powerful group’s endorsement is needed
Inexpensive, easy May be illegal; way to gain may undermine change agent’s support credibility
Organization Development

Differentiate between creativity and innovation.
Explain how organizations can stimulate innovation.
2019/4/14 郭志文 2001 Copyright 3
What Is Change?
Structure

(完整版)5-美国教育练习题

Chapter 5 Education一、Tell whether each of the following statements is true or false.1、________ Education is governed by state and local governments instead of the nationalgovernment in America。

2、________ All American children are offered 12 years of compulsory public education.3、________ The first formal academic institution that a child attends is calledkindergarten.4、________ There are some exams for the students to go to high schools。

5、________ American schools tend to put more emphasis on developing students’abilitiesto acquire quantities of facts。

6、________ After 12 years of schooling， American students receive a bachelor’s degreeat graduation.7、________ The first degree that the students get in graduate school is Doctor’s degree。

8、________ Yale University is the oldest institution of higher education in the UnitedStates.9、________ George W. Bush graduated from Yale University.10、________ All colleges and universities in the United States， public or private，are governed by a board of trustees who are composed of professionals。

伍德里奇计量经济学第六版答案Chapter 7

CHAPTER 7TEACHING NOTESThis is a fairly standard chapter on using qualitative information in regression analysis, although I try to emphasize examples with policy relevance (and only cross-sectional applications are included.).In allowing for different slopes, it is important, as in Chapter 6, to appropriately interpret the parameters and to decide whether they are of direct interest. For example, in the wage equation where the return to education is allowed to depend on gender, the coefficient on the female dummy variable is the wage differential between women and men at zero years of education. It is not surprising that we cannot estimate this very well, nor should we want to. In this particular example we would drop the interaction term because it is insignificant, but the issue of interpreting the parameters can arise in models where the interaction term is significant.In discussing the Chow test, I think it is important to discuss testing for differences in slope coefficients after allowing for an intercept difference. In many applications, a significant Chow statistic simply indicates intercept differences. (See the example in Section 7.4 on student-athlete GPAs in the text.) From a practical perspective, it is important to know whether the partial effects differ across groups or whether a constant differential is sufficient.I admit that an unconventional feature of this chapter is its introduction of the linear probability model. I cover the LPM here for several reasons. First, the LPM is being used more and more because it is easier to interpret than probit or logit models. Plus, once the proper parameter scalings are done for probit and logit, the estimated effects are often similar to the LPM partial effects near the mean or median values of the explanatory variables. The theoretical drawbacks of the LPM are often of secondary importance in practice. Computer Exercise C7.9 is a good one to illustrate that, even with over 9,000 observations, the LPM can deliver fitted values strictly between zero and one for all observations.If the LPM is not covered, many students will never know about using econometrics to explain qualitative outcomes. This would be especially unfortunate for students who might need to read an article where an LPM is used, or who might want to estimate an LPM for a term paper or senior thesis. Once they are introduced to purpose and interpretation of the LPM, along with its shortcomings, they can tackle nonlinear models on their own or in a subsequent course.A useful modification of the LPM estimated in equation (7.29) is to drop kidsge6 (because it is not significant) and then define two dummy variables, one for kidslt6 equal to one and the other for kidslt6 at least two. These can be included in place of kidslt6 (with no young children being the base group). This allows a diminishing marginal effect in an LPM. I was a bit surprised when a diminishing effect did not materialize.SOLUTIONS TO PROBLEMS7.1 (i) The coefficient on male is 87.75, so a man is estimated to sleep almost one and one-half hours more per week than a comparable woman. Further, t male = 87.75/34.33 ≈ 2.56, which is close to the 1% critical value against a two-sided alternative (about 2.58). Thus, the evidence for a gender differential is fairly strong.(ii) The t statistic on totwrk is -.163/.018 ≈ -9.06, which is very statistically significant. The coefficient implies that one more hour of work (60 minutes) is associated with .163(60) ≈ 9.8 minutes less sleep.(iii) To obtain 2r R , the R -squared from the restricted regression, we need to estimate themodel without age and age 2. When age and age 2 are both in the model, age has no effect only if the parameters on both terms are zero.7.2 (i) If ∆cigs = 10 then log()bwght ∆ = -.0044(10) = -.044, which means about a 4.4% lower birth weight.(ii) A white child is estimated to weigh about 5.5% more, other factors in the first equation fixed. Further, t white ≈ 4.23, which is well above any commonly used critical value. Thus, the difference between white and nonwhite babies is also statistically significant.(iii) If the mother has one more year of education, the child’s birth weight is estimated to be .3% higher. This is not a huge effect, and the t statistic is only one, so it is not statistically significant.(iv) The two regressions use different sets of observations. The second regression uses fewer observations because motheduc or fatheduc are missing for some observations. We would have to reestimate the first equation (and obtain the R -squared) using the same observations used to estimate the second equation.7.3 (i) The t statistic on hsize 2 is over four in absolute value, so there is very strong evidence that it belongs in the equation. We obtain this by finding the turnaround point; this is the value ofhsize that maximizes ˆsat(other things fixed): 19.3/(2⋅2.19) ≈ 4.41. Because hsize is measured in hundreds, the optimal size of graduating class is about 441.(ii) This is given by the coefficient on female (since black = 0): nonblack females have SAT scores about 45 points lower than nonblack males. The t statistic is about –10.51, so thedifference is very statistically significant. (The very large sample size certainly contributes to the statistical significance.)(iii) Because female = 0, the coefficient on black implies that a black male has an estimated SAT score almost 170 points less than a comparable nonblack male. The t statistic is over 13 in absolute value, so we easily reject the hypothesis that there is no ceteris paribus difference.(iv) We plug in black = 1, female = 1 for black females and black = 0 and female = 1 for nonblack females. The difference is therefore –169.81 + 62.31 = -107.50. Because the estimate depends on two coefficients, we cannot construct a t statistic from the information given. The easiest approach is to define dummy variables for three of the four race/gender categories and choose nonblack females as the base group. We can then obtain the t statistic we want as the coefficient on the black female dummy variable.7.4 (i) The approximate difference is just the coefficient on utility times 100, or –28.3%. The t statistic is -.283/.099 ≈ -2.86, which is very statistically significant.(ii) 100⋅[exp(-.283) – 1) ≈ -24.7%, and so the estimate is somewhat smaller in magnitude.(iii) The proportionate difference is .181 - .158 = .023, or about 2.3%. One equation that can be estimated to obtain the standard error of this difference islog(salary ) = 0β + 1βlog(sales ) + 2βroe + 1δconsprod + 2δutility +3δtrans + u ,where trans is a dummy variable for the transportation industry. Now, the base group is finance , and so the coefficient 1δ directly measures the difference between the consumer products and finance industries, and we can use the t statistic on consprod .7.5 (i) Following the hint, colGPA = 0ˆβ + 0ˆδ(1 – noPC ) + 1ˆβhsGPA + 2ˆβACT = (0ˆβ + 0ˆδ) - 0ˆδnoPC + 1ˆβhsGPA + 2ˆβACT . For the specific estimates in equation (7.6), 0ˆβ = 1.26 and 0ˆδ = .157, so the new intercept is 1.26 + .157 = 1.417. The coefficient on noPC is –.157.(ii) Nothing happens to the R -squared. Using noPC in place of PC is simply a different way of including the same information on PC ownership.(iii) It makes no sense to include both dummy variables in the regression: we cannot hold noPC fixed while changing PC . We have only two groups based on PC ownership so, in addition to the overall intercept, we need only to include one dummy variable. If we try toinclude both along with an intercept we have perfect multicollinearity (the dummy variable trap).7.6 In Section 3.3 – in particular, in the discussion surrounding Table 3.2 – we discussed how to determine the direction of bias in the OLS estimators when an important variable (ability, in this case) has been omitted from the regression. As we discussed there, Table 3.2 only strictly holds with a single explanatory variable included in the regression, but we often ignore the presence of other independent variables and use this table as a rough guide. (Or, we can use the results of Problem 3.10 for a more precise analysis.) If less able workers are more likely to receivetraining, then train and u are negatively correlated. If we ignore the presence of educ and exper , or at least assume that train and u are negatively correlated after netting out educ and exper , then we can use Table 3.2: the OLS estimator of 1β (with ability in the error term) has a downward bias. Because we think 1β ≥ 0, we are less likely to conclude that the training program waseffective. Intuitively, this makes sense: if those chosen for training had not received training, they would have lowers wages, on average, than the control group.7.7 (i) Write the population model underlying (7.29) asinlf = 0β + 1βnwifeinc + 2βeduc + 3βexper +4βexper 2 + 5βage+ 6βkidslt6 + 7βkidsage6 + u ,plug in inlf = 1 – outlf , and rearrange:1 – outlf = 0β + 1βnwifeinc + 2βeduc + 3βexper +4βexper2 + 5βage+ 6βkidslt6 + 7βkidsage6 + u ,oroutlf = (1 - 0β) - 1βnwifeinc - 2βeduc - 3βexper - 4βexper 2 - 5βage - 6βkidslt6 - 7βkidsage6 - u ,The new error term, -u , has the same properties as u . From this we see that if we regress outlf on all of the independent variables in (7.29), the new intercept is 1 - .586 = .414 and each slope coefficient takes on the opposite sign from when inlf is the dependent variable. For example, the new coefficient on educ is -.038 while the new coefficient on kidslt6 is .262.(ii) The standard errors will not change. In the case of the slopes, changing the signs of the estimators does not change their variances, and therefore the standard errors are unchanged (butthe t statistics change sign). Also, Var(1 - 0ˆβ) = Var(0ˆβ), so the standard error of the intercept is the same as before.(iii) We know that changing the units of measurement of independent variables, or entering qualitative information using different sets of dummy variables, does not change the R -squared. But here we are changing the dependent variable. Nevertheless, the R -squareds from the regressions are still the same. To see this, part (i) suggests that the squared residuals will be identical in the two regressions. For each i the error in the equation for outlf i is just the negative of the error in the other equation for inlf i , and the same is true of the residuals. Therefore, the SSRs are the same. Further, in this case, the total sum of squares are the same. For outlf we haveSST = 2211()[(1)(1)]n n i i i i outlf outlf inlf inlf ==-=---∑∑= 2211()()n ni i i i inlf inlf inlf inlf ==-+=-∑∑,which is the SST for inlf . Because R 2 = 1 – SSR/SST, the R -squared is the same in the two regressions.7.8 (i) We want to have a constant semi-elasticity model, so a standard wage equation with marijuana usage included would belog(wage ) = 0β + 1βusage + 2βeduc + 3βexper + 4βexper 2 + 5βfemale + u .Then 100⋅1β is the approximate percentage change in wage when marijuana usage increases byone time per month.(ii) We would add an interaction term in female and usage :log(wage ) = 0β + 1βusage + 2βeduc + 3βexper + 4βexper 2 + 5βfemale+ 6βfemale ⋅usage + u .The null hypothesis that the effect of marijuana usage does not differ by gender is H 0: 6β = 0.(iii) We take the base group to be nonuser. Then we need dummy variables for the other three groups: lghtuser , moduser , and hvyuser . Assuming no interactive effect with gender, the model would belog(wage ) = 0β + 1δlghtuser + 2δmoduser + 3δhvyuser + 2βeduc + 3βexper + 4βexper 2 + 5βfemale + u .(iv) The null hypothesis is H 0: 1δ = 0, 2δ= 0, 3δ = 0, for a total of q = 3 restrictions. If n is the sample size, the df in the unrestricted model – the denominator df in the F distribution – is n – 8. So we would obtain the critical value from the F q ,n -8 distribution.(v) The error term could contain factors, such as family background (including parental history of drug abuse) that could directly affect wages and also be correlated with marijuana usage. We are interested in the effects of a person’s drug usage on his or her wage, so we would like to hold other confounding factors fixed. We could try to collect data on relevant background information.7.9 (i) Plugging in u = 0 and d = 1 gives 10011()()()f z z βδβδ=+++.(ii) Setting **01()()f z f z = gives **010011()()z z βββδβδ+=+++ or *010z δδ=+. Therefore, provided 10δ≠, we have *01/z δδ=-. Clearly, *z is positive if and only if 01/δδ is negative, which means 01 and δδ must have opposite signs.(iii) Using part (ii) we have *.357/.03011.9totcoll == years.(iv) The estimated years of college where women catch up to men is much too high to be practically relevant. While the estimated coefficient on female totcoll ⋅ shows that the gap is reduced at higher levels of college, it is never closed – not even close. In fact, at four years of。

Chapter7 Language, Culture and Society

New address forms on their way
亲爱的亲
淘宝体
New address forms on their way
美女、帅哥（远近亲疏都能用） He泛指人 he/she指男女
Mrs.
Ms.
Culture in Language Teaching Classroom
Advantages of cultural imparting
What Should We Know More about Sociolinguistics
Sociolinguistics
As an interdisciplinary study of language use, attempts to show the relationships between language and society
01 Get the students familiar with cultural differences. 02 Help the students transcend their own culture and learn to view things as the members of the target cultural will. 03 Show the strong04linking between language and culture through various classroom activities.
Language is regarded as a mirror of society. —through which we can understand social activities of certain society better Society provides language was a suitable context of use. —in which we can enjoy aspects of language，vividly and truthfully

人教版骆驼祥子第七章概括内容

人教版骆驼祥子第七章概括内容In Chapter 7 of the People's Education Press edition of "Camel Xiangzi", the story takes a darker turn as Xiangzi's life is thrown into turmoil. 在人教版《骆驼祥子》第七章中，故事走向变得更加黑暗，祥子的生活陷入了困境之中。

After the tragic death of his beloved camel, Xiangzi is left grappling with overwhelming grief and a sense of hopelessness. 祥子心爱的骆驼不幸去世，他陷入无尽的悲痛和绝望之中。

The loss of his camel also signifies the loss of his livelihood and purpose in life, leaving Xiangzi feeling adrift and lost in a cruel and unforgiving world. 失去骆驼也意味着失去了他的谋生手段和人生目标，祥子感到自己在残酷无情的世界中漂泊失所。

As Xiangzi struggles to come to terms with his new reality, he is forced to confront the harsh truths about his own limitations and the grim nature of society. 当祥子努力接受新的现实时，他不得不面对自己的局限性以及社会的残酷本质。

The chapter delves deep into the themes of loss, despair, and the harsh realities of life for the marginalized and downtrodden in society. 这一章深入探讨了失落、绝望以及社会中被边缘化和受压迫者的生活残酷现实。