chapter4(4)
大学英语跨文化交际 chapter4
Chapter 4 Intercultural Communication BarriersI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. understand Intercultural Communication Barriers.2. understand some barriers caused by emotional problems and attitudinal problems.3. analyze various reasons for the persistence of ethnocentrism, stereotyping,prejudice and racism.4. perceive and deal with some barriers caused by translation problems.II. Contents1. Keywords(1) Anxiety: It occurs because of not knowing what one is expected to do, and focusing on thatfeeling and not be totally present in the communication transaction.(焦虑:当人们不知道如何迎合他人对自己的期待,过多的关注自己情绪以至不能全心投入到交际事物中去时,就会产生焦虑。
)(2) Uncertainty: It refers to our cognitive inability to explain our own or other’s feelings andbehaviors in interactions because of an ambiguous situation that evokes anxiety. (不确定:不确定是指人们无法从认知的角度去解释交际活动中自己或他人的感觉及行为,这种认知角度解释能力的欠缺是某种引起焦虑的含糊情境导致的。
Chapter4翻译
He + N → O + H
14 7 17 8 1 1
1 1
H + Li → 2 He
7 3 4 2
1 1
H + C → N +γ
12 6 13 7
Since the neutron is a neutral (中性的) particle it does not experience electrostatic repulsion (静电排斥) and can readily penetrate (穿透) a target nucleus (靶核). Neutrons are thus especially useful as projectiles to induce reactions. Several examples : The conversion of mercury (汞) into gold, the alchemist (炼金术士)'s dream, is described by因
应率 我们可以进行一套假想的实验来阐明截面的概念。如Fig, 4.2图(a)截面积为1㎝的试管仅有一个靶核。一个入射粒子 被平行于试管的X轴注入,但它的准确位置是不确定的。很 明显碰撞的几率,标为σ以及微分截面,是目标面积比上试 管的面积的值,为1。
In a time of one second, the number of them (projectiles) that pass through the target volume is nv, and since the chance of collision (碰撞) of each with one target atom is σ , the number of collisions is nvNσ. We can thus define the reaction rate (反应率) per unit volume, 一秒钟的时间内,通过给定体积的入射粒子数是nv, 一秒钟的时间内,通过给定体积的入射粒子数是 , 一个靶原子的碰撞几率是σ,碰撞数是nvNσ。我们 一个靶原子的碰撞几率是 ,碰撞数是 。 可以确定每单位体积内的反应率, 可以确定每单位体积内的反应率, R=nvNσ R = nvNσ
英语词汇学——Chapter4
Chapter 4Affixation 词缀法(30%-40%)Compounding 复合构词法(28%-30%)Conversion 转类法(26%)Shortening 缩略法(8%-10%)包括(clipping 截短法acronymy 首字母拼音法)Blending 拼缀法(1%-5%)一. Affixation 词缀法Affixation, also called derivation 派生法(derivatives 派生词),is the formation of new words by adding affixes to stems.Affixation is the formation of word by adding word-forming or derivational affixes to stems. Prefixation 前缀法Prefixation is the formation of new words by adding prefixes to stems.Feature: prefixes do not generally change the word –class of the stem but only modify its meaning.Classification: we shall classify prefixes on a semantic basis into nine groups.Negative prefixes 否定意义的词缀:a-,dis-,in-(il-,ir-,im-),non-,nu-.Reversative prefixes 逆向意义的词缀:de-,dis-, un-. e.g. de-compose ,unwarp.Pejorative prefixes 贬义的词缀: mal-, mis- ,pseudo-. e.g. mistrust , pseudo-friend.Prefixes of degree or size表示程度、大小等意义的词缀: arch-, extra- ,hyper- ,macro- ,micro- , mini- ,out- ,over- ,sub- ,super-,sur-, ultra- ,under- . e.g. archbishop , hyperactive ,superfreeze. Prefixes of orientation and attitude 表示倾向和态度等意义的前缀:anti-, contra- ,counter- pro- . e.g. anti-government,Locative prefixes 方位意义的词缀:extra-,fore- ,inter- ,intra- ,tele-, trans-. E.g. extraordinary, telecommunication,Prefixes of time and order 表示时间和顺序的词缀:ex-,fore-, post- ,pre- ,re- . e.g. ex-professor , foretell ,post-election.Number prefixes 数字的前缀: bi- ,multi- , poly- ,semi-, hemi- ,tri- ,uni- ,mono-. E.g. multi-purpose ,semi-naked, tricycle, monorail.Miscellaneous prefixes 其他种类意义的前缀: auto- ,neo- ,pan- , vice- . e.g. autobiography ,vice-chairman.Suffixation 后缀法Suffixation is the formation of new words by adding suffixes to stems.Feature: suffixes mainly change the word class.Classification: we shall group suffixes on a grammatical basis into noun suffixes , verb suffixes, adjective suffixes, adverb suffixes.Adjective suffixes: It is worth noting that both –ic and –ical can be affixed to the same stem in some cases , but differ in meaning . e.g. economic \economical二. Compounding 复合构词法Compounding , also called composition(compounds 复合词),is the formation of new words by joining two or more stems.Words produced through compounding yields 28%-30% of all the new words.The differences between compounds and free phrases show in three aspects:1) Phonetic features.2) Semantic features.3) Grammatical features.Formation of compounds1) Noun compoundse.g. Sit-in ,stockholder , up-bringing2) Adjective compoundse.g. law-abiding , record-breaking ,town-bred , four-leg.3) Verb compoundsThe limited number of verb compounds are created either through conversion or backformation . Verb compounds in the way of back-formation are formed mainly by dropping the suffixes:-er, -ing, -ion , etc.三. Conversion 转类法Conversion is the formation of new words by converting words of one class to another class. Conversion is a method of turning words of one part of speech to those of a different part of speech.1. An alternative for conversion is functional shift .2. The derivational process , in which an item is converted to a new word class without theaddition of an affix , is called zero-derivation .3. Words produced by conversion are primarily nouns , adjectives ,and verbs .The most productive conversion is the conversion that takes place between nouns and verbs.4. Full conversion and partial conversion are concerned with adjectives when converted tonouns.1) Full conversion: A noun fully converted from an adjective has all the characteristics ofnouns . It can take an indefinite article or –(e)s to indicate singular or plural number.2) partial conversion: nouns partially converted from adjectives do not possess all thequalities a noun does. They must be used together with definite articles .3) Such words as “the poor ”,”the richer ”,”the most corrupt ”are all examples of partial. 5.The conversion of two syllable nouns into verbs involves a change of stress.双音节的名词转化成动词会有重音的变化。
英语词汇学——Chapter 4
Chapter 4Affixation 词缀法(30%-40%)Compounding 复合构词法(28%-30%)Conversion 转类法(26%)Shortening 缩略法(8%-10%)包括(clipping截短法acronymy 首字母拼音法)Blending 拼缀法(1%-5%)一.Affixation 词缀法Affixation, also called derivation派生法(derivatives派生词),is the formation of new words by adding affixes to stems.Affixation is the formation of word by adding word-forming or derivational affixes to stems. Prefixation 前缀法Prefixation is the formation of new words by adding prefixes to stems.Feature: prefixes do not generally change the word –class of the stem but only modify its meaning.Classification: we shall classify prefixes on a semantic basis into nine groups.Negative prefixes否定意义的词缀:a-,dis-,in-(il-,ir-,im-),non-,nu-.Reversative prefixes逆向意义的词缀:de-,dis-, un-. e.g. de-compose ,unwarp.Pejorative prefixes贬义的词缀: mal-, mis- ,pseudo-. e.g. mistrust , pseudo-friend.Prefixes of degree or size表示程度、大小等意义的词缀: arch-, extra- ,hyper- ,macro- ,micro- , mini- ,out- ,over- ,sub- ,super-,sur-, ultra- ,under- . e.g. archbishop , hyperactive ,superfreeze. Prefixes of orientation and attitude表示倾向和态度等意义的前缀:anti-, contra- ,counter- pro- . e.g. anti-government,Locative prefixes方位意义的词缀:extra-,fore- ,inter- ,intra- ,tele-, trans-. E.g. extraordinary, telecommunication,Prefixes of time and order表示时间和顺序的词缀:ex-,fore-, post- ,pre- ,re- . e.g. ex-professor , foretell ,post-election.Number prefixes数字的前缀: bi- ,multi- , poly- ,semi-, hemi- ,tri- ,uni- ,mono-. E.g. multi-purpose ,semi-naked, tricycle, monorail.Miscellaneous prefixes其他种类意义的前缀: auto- ,neo- ,pan- , vice- . e.g. autobiography ,vice-chairman.Suffixation 后缀法Suffixation is the formation of new words by adding suffixes to stems.Feature: suffixes mainly change the word class.Classification: we shall group suffixes on a grammatical basis into noun suffixes , verb suffixes, adjective suffixes, adverb suffixes.Adjective suffixes: It is worth noting that both –ic and –ical can be affixed to the same stem in some cases , but differ in meaning . e.g. economic \economical二.Compounding 复合构词法Compounding , also called composition(compounds 复合词),is the formation of new words by joining two or more stems.Words produced through compounding yields 28%-30% of all the new words.The differences between compounds and free phrases show in three aspects:1)Phonetic features.2)Semantic features.3)Grammatical features.Formation of compounds1)Noun compoundse.g. Sit-in ,stockholder , up-bringing2)Adjective compoundse.g. law-abiding , record-breaking ,town-bred , four-leg.3)Verb compoundsThe limited number of verb compounds are created either through conversion or backformation. Verb compounds in the way of back-formation are formed mainly by dropping the suffixes:-er, -ing, -ion , etc.三.Conversion 转类法Conversion is the formation of new words by converting words of one class to another class. Conversion is a method of turning words of one part of speech to those of a different part of speech.1.An alternative for conversion is functional shift.2.The derivational process , in which an item is converted to a new word class without theaddition of an affix , is called zero-derivation .3.Words produced by conversion are primarily nouns , adjectives ,and verbs.The most productive conversion is the conversion that takes place between nouns and verbs.4.Full conversion and partial conversion are concerned with adjectives when converted tonouns.1)Full conversion: A noun fully converted from an adjective has all the characteristics ofnouns . It can take an indefinite article or –(e)s to indicate singular or plural number.2)partial conversion: nouns partially converted from adjectives do not possess all thequalities a noun does. They must be used together with definite articles.3)Such words as “the poor ”,”the richer ”,”the most corrupt” are all examples of partial. 5.The conversion of two syllable nouns into verbs involves a change of stress.双音节的名词转化成动词会有重音的变化。
Chapter4电路定理
a
c
a
R1 Rab R2 i3i3 R3
R5
+ ++
uS1 uab uS2
R4RRcd6
– ––
b
b
d
例2 求图示电路的等效发电机。
解:
iSc
40 20
40 40
60 20
3
1A
Req 20 // 40 // 20
1
1 1
1
8
20 40 20
20Ω
40Ω
20Ω 3A
+
25V
20
U
-
-
用结点电压法
o
1'
uao
1 5
1 20
1 4
25 5
3
U 4
uao
16
U 2
由 I uao U
4
U 32 8I
+ 8 I +1
4A
32V
-
U
-
1'
I +1
8 U
-
1'
i
ia
a +
Req
+
uoc=Reqisc
Nu
+
-b
uoc
-
u isc -
3.定理的应用
(1)开路电压uoc和短路电流iSc的计算
戴维宁等效电路中电压源电压等于将外电路断开时的开 路电压uoc,电压源方向与所求开路电压方向有关。诺顿等效 电路中电流源电流等于将外电路短路时的短路电流iSc,电流源 方向与所求短路电流的方向有关。计算uoc、 iSc的方法视电路 形式选择前面学过的任意方法,使易于计算。
计算机体系结构chapter4-4
(块号)
(块号)
被访问的块号 (经相联比较找到)
近期最久没有 访问的块号
(块号)
比较对法
让各个块成对组合, 用一个触发器的状态 表示该比较对内两块 访问的远近次序,再 经门电路就可找到 LRU块。 适用于组内块数较少 的组相联映像Cache。
访问B
&
&
&
0
TAB
1
0
TAC
1
0
TBC
1
访问C 访问A
Cache-主存存储层次的等效速 度与命中率的关系推导
设:tc 为Cache的访问时间, tm为主存周期, Hc为访Cache的命中率。 则:Cache的等效存储周期 ta= Hc tc+(1- Hc) tm 因为:主存与CPU之间有直接通路,因此 CPU对第二级的访问时间就是tm。
地址变换的硬件容易实现; 地址变换的速度要快; 主存空间利用率要高; 发生块冲突的概率要小
四种方式
全相联映象与变换
直接映象与变换 组相联映像与变换 段相联映象
全相联映象与变换
定义及规则
映象规则:主存中的任意一块都可以映象到 Cache中的任意一块。 如果Cache的块数为Cb,主存的块数为Mb, 映象关系共有:Cb×Mb种。 用硬件实现非常复杂 在虚拟存储器中,全部用软件实现
块 0 …… G b-1 Gb …… 2G b-1 ……
组 0 组 1 0
区
Байду номын сангаас
G bC g-G b 组 C g-1 …… C b-1=G bC g-1 ……
英语读译教程 chapter4
主语his name, 显得新颖独特。
例2. 他想起母亲,才鼓足勇气继续干下去。
Only the thought of his mother gave him
the strength to go on doing it. 原句中的主语“他”,在译文中由抽象名词 thought取代。 4.3.2 使用无主句或主语省略句 例1. 用这种方法去办,听起来有道理。 It sounds very reasonable to do it this way.
有人敲门。
例6. there appeared ship after ship.
出现了一艘艘轮船。
例7. there occurred sudden revolution. 突然爆发了革命。 例8. there happened at this time, a sad
disagreement. 这时候发生了可悲的分歧。 例9. there sprang from the audience a cry of indignation.
从观众中传来了一声怒吼。
例1. something was said here just now
which should not have been said. 刚才有人在这里讲了一些不该讲的话。 例2. why should the troubles be always put to me? 为什么总把麻烦推给我呢?
例3. the traffic regulation ought to be
பைடு நூலகம்
obeyed by everyone. 人人都应该遵守交通规则。 例1. 我一时想不起他的名字。 His name escapes me for the moment. 原句中的用灵主语“我”在英译时转为无灵
国际商务谈判教案Chapter4(预习复习)
国际商务谈判教案Chapter4(预习复习)Chapter 04 - Negotiation: Strategy and PlanningChapter 4Negotiation: Strategy and PlanningOverviewIn this chapter, we discuss what negotiators should do before opening negotiations. Effective strategy and planning are the most critical precursors for achieving negotiation objectives. With effective planning and target setting, most negotiators can achieve their objectives; without them, results occur more by chance than by negotiator effort. Regrettably, systematic planning is not something that most negotiatorsdo willingly. Although time constraints and work pressures make it difficult to find the time to plan adequately, for many planning is simply boring and tedious, easily put off in favor of getting into the action quickly. It is clear, however, that devoting insufficient time to planningis one weakness that may cause negotiators to fail.The discussion of strategy and planning begins by exploring the broad process of strategy development, starting with defining the negotiator’s goals and objectives then moves to developing a strategy to address the issues and achieve one’s goals. Finally, we address the typical stages and phases of an evolving negotiation and how different issues and goals will affect the planning process.Learning Objectives1. Goals – The focus that drives a negotiation strategy.2. Strategy– The overall plan to achieve one’s goals.3. Getting ready to implement the strategy: The planning process.I. Goals – The Focus That Drives a Negotiation StrategyA. Direct effects of goals on choice of strategy1. There are four important aspects to understand about how goals affect negotiations: a. Wishes are not goals, especially in negotiation. b. Goals are often linked to the other party’s goals. c. There are boundaries or limits to what goals can be.d. Effective goals must be concrete, specific and measurable. If they are not, then itwill be hard to:(1) Communicate to the other party what we want (2) Understand what the other party wants(3) Determine whether an offer on the table satisfies our goals.2. Goals can be tangible or procedural.4-1Chapter 04 - Negotiation: Strategy and Planning3. The criteria used to determine goals depend on your specific objectives and your priorities among multiple objectives.B. Indirect effects of goals on choice of strategy1. Short-term thinking affects our choice of strategy; in developing and framing our goals, we may ignore the present or future relationship with the other party in a concern for achieving a substantive outcome only.2. Negotiation goals that are complex or difficult to define may requirea substantial change in the other party’s attitude. In most cases, progress will be madeincrementally, and may depend on establishing a relationship with the other party.II. Strategy – The Overall Plan to Achieve One’s GoalsA. Strategy versus Tactics1. A major difference between strategy and tactics is that of scale, perspective or immediacy.2. Tactics are short-term, adaptive moves designed to enact or pursue broad strategies, which in turn provide stability, continuity, and direction for tactical behaviors.3. Tactics are subordinate to strategy: they are structured, directed, and driven by strategic considerations.B. Unilateral versus bilateral approaches to strategy1. A unilateral choice is made without the active involvement of the other party.2. Unilaterally pursued strategies can be wholly one-sided and intentionally ignorant of any information about the other negotiator.3. Unilateral strategies should evolve into ones that fully consider the impact of the other’s strategy on one’s own.C. The dual concerns model as a vehicle for describing negotiation strategies. This model proposes that individuals have two levels of related concerns: a concern for their own outcomes, and a level of concern for the other’s outcomes.1. Alternative situational strategiesa. There are at least four different types of strategies when assessing the relativeimportance and priority of the negotiator’s substantive outcome versus the relational outcome: competitive, collaboration, accommodation, and avoidance2. The nonengagement strategy: Avoidancea. There are many reasons why negotiators may choose not to negotiate:(1) If one is able to meet one’s needs without negotiating at all, it may make sense to use an avoidance strategy(2) It simply may not be worth the time and effort to negotiate (although there are sometimes reasons to negotiate in such situations4-2Chapter 04 - Negotiation: Strategy and Planning(3) The decision to negotiate is closely related to the desirability of availablealternatives – the outcomes that can be achieved if negotiations don’t work out3. Active-engagement strategies: Competition, collaboration, and accommodation a. Competition is distributive win-lose bargaining. b. Collaboration is integrative or win-win negotiation.c. Accommodation is as much a win-lose strategy as competition, although it has adecidedly different image it involves an imbalance of outcomes, but in the opposite direction. (“I lose, you win” as opposed to “I win, you lose.”) d. There are drawbacks to these strategies if applied blindly, thoughtlessly orinflexibly:(1) Distributive strategies tend to create “we-they” or “superiority-inferiority” patterns, which may result in a distortion of the other side’s contributions, as well as their values, needs and positions.(2) If a negotiator pursues an integrative strategy without regard to the other’s strategy, then the other may manipulate and exploit the collaborator and take advantage of the good faith and goodwill being demonstrated.(3) Accommodative strategies may generate a pattern of constantly giving in to keep the other happy or to avoid a fight.III. Understanding the Flow of Negotiations: Stages and PhasesA. Phase models of negotiation:1. Initiation2. Problem solving3. ResolutionB. Greenhalgh (2001) suggests that there are seven key steps to an ideal negotiation process:1. Preparation: deciding what is important, defining goals, thinking ahead how to work together with the other party.2. Relationship building: getting to know the other party, understanding how you and the other are similar and different, and building commitment toward achieving a mutually beneficial set of outcomes.3. Information gathering: learning what you need to know about the issues, about the other party and their needs, about the feasibility of possible settlements, and about what might happen if you fail to reach agreement with the other side.4. Information using: at this stage, negotiators assemble the case they want to make for their preferred outcomes and settlement, one that will maximize the negotiator’s own needs.5. Bidding: the process of making moves from one’s initial, ideal position to the actual outcome.6. Closing the deal: the objective here is to build commitment to the agreement achieved in the previous phase.7. Implementing the agreement: determining who needs to do what once hands are shaken and the documents signed.4-3Chapter 04 - Negotiation: Strategy and PlanningIV. Getting Ready to Implement the Strategy: The Planning Process A. Defining the issues1. Usually begins with an analysis of what is to be discussed in the negotiation.2. The number of issues in a negotiation, along with the relationship between thenegotiator and the other party, are often the primary determinant of whether one uses a distributive or integrative strategy.3. In any negotiation, a complete list of the issues at stake is best derived from the following sources:a. An analysis of all the possible issues that need to be decided.b. Previous experience in similar negotiations.c. Research conducted to gather information.d. Consultation with experts in that industry.B. Assembling the issues and defining the bargaining mix1. The combination of lists from each side in a negotiation determines the bargaining mix.2. There are two steps a negotiator can use to prioritize the issues on an agenda: a. Determine which issues are most important and which are less important. b. Determine whether the issues are linked together or are separate.C. Defining Interests1. Interests may be:a. Substantive, that is, directly related to the focal issues under negotiation.b. Process-based, that is, related to how the negotiators behave as they negotiate.c. Relationship-based, that is, tied to the current or desired future relationshipbetween the parties.2. Interests may also be based on intangibles of negotiation.D. Knowing limits and alternatives1. Good preparation requires that you establish two clear points:a. Resistance point – the place where you decide that you should absolutely stop thenegotiation rather than continue.b. Alternatives – other agreements negotiators could achieve and still meet theirneeds. Alternatives define whether the current outcome is better than another possibility.E. Setting targets and openings1. Two key points should be defined in this step:a. The specific target point where one realistically expects to achieve a settlement4-4Chapter 04 - Negotiation: Strategy and Planningb. The asking price, representing the best deal one can hope to achieve.2. Target setting requires positive thinking about one’s own objectives.3. Target setting often requires considering how to package several issues and objectives.4. Target setting requires an understanding of trade-offs and throwaways.F. Assessing constituents and the social context of a negotiation1. When people negotiate in a professional context, there may be more than two parties. a. There may be more than two negotiators at the table. Multiple parties often leadto the formation of coalitions.b. Negotiators also have constituents who will evaluate and critique them.c. Negotiation occurs in a context of rules – a social system of laws, customs,common business practices, cultural norms, and politicalcross-pressures.2. “Field analysis” can be used to assess all the key parties in a negotiation. a. Who is, or should be, on the team on my side of the field?b. Who is on the other side of the field?c. Who is on the sidelines and can affect the play of the game? Who are thenegotiation equivalents of owners, managers and strategists?d. Who is in the stands? Who is watching the game, is interested in it, but can onlyindirectly affect what happens?e. What is going on in the broader environment in which the negotiation takesplace?f. What is common and acceptable practice in the ethical system in which the deal isbeing done?g. What is common and acceptable practice given the culture in which thenegotiation is conducted?G. Analyzing the other party1. Learning the other’s issues, preferences, priorities, interests, alternatives and constraints is almost as important as determining one’s own.2. Several key pieces of background information will be of great importance, including: a. The other party’s resources, issues, and bargaining mix – investigate:(1) Other party’s business history or previous negotiations. (2) Financial data. (3) Inventories.(4) Visit or speak with the other party’s friends and peers. (5) Question past business partners. b. The other party’s interests and needs.(1) Conduct a preliminary interview including a broad discussion of what the other party would like to achieve in the upcoming negotiations. (2) Anticipating the other party’s interests.(3) Asking others who know or have negotiated with the other party. (4) Reading how the other party portrays him/herself in the media.4-5。
Chapter 4 课后答案
Chapter 4答案Syntax1. Define the following terms briefly.(1)syntax: the term used to refer to the structure of sentences and to the studyof sentence structure.(2)word class: a group of words which are similar in function; words which aregrouped into word classes according to how they combine with other words,how they change their forms, etc.(3)prescriptive approach: This view regards grammar as a set of rules for the“proper” use of a language, that’s to say, it tries to lay down rules to tell peoplehow to use a language.(4)descriptive approach: the approach of linguistic studies, with which linguistscollect samples of the language they are interested in and attempt to describethe regular structures of the language as they are used, not according to someview of how they should be used.(5)IC analysis: the approach to divide the sentence up into its immediate constituentsby using binary cutting until obtaining its ultimate constituents.For example, the immediate constituents of “The man bought a car” are theman and bought a car. The immediate constituents of the man are the andman, and so on until no further cuts can be made. The ultimate constituentsof “The man bought a car” at the word level are the, man, bought, a, and car.(6)structural analysis: a type of descriptive approach to study the distribution oflinguistic forms in a language through such methods as the use of “test frames”.(7)immediate constituent: Linguistic units can be divided into small constituents,which can be further analyzed into smaller constituents. This processcontinues until no further divisions are possible. The first division or unitsare known as immediate constituents.(8)ultimate constituent: Linguistic units can be divided into small constituents,which can be further analyzed into smaller constituents. This process continuesuntil no further divisions are possible. The final division or units areknown as ultimate constituents.(9)constituent structural grammar: It refers to a grammar which analyzes sentencesusing only the idea of constituency, which reveals a hierarchy of structurallevels.(10) transformational grammar: a type of grammar which attempts to define anddescribe by a set of rules or principles all the grammatical sentences (withoutungrammatical ones) of a language.(11) ideational function: the use of language as a means of giving structure to ourexperience of the real or imaginary world.(12) interpersonal function: the use of language for maintaining social roles andinteracting with others.(13) textual function: to create written or spoken texts which cohere within themselvesand which fit the particular situation in which they are used.2. Yes. As we know, morphology is the study of the internal structure, forms andclasses of words, while syntax focuses on the structure and ordering of componentswithin a sentence. The major distinction between morphology and syntaxis that the former is concerned with the internal composition of a word, while thelatter is concerned with the combination of words.3.(2) Instead of using the form “suggest somebody to do something”, we usually use “suggest + that-clause” or “suggest doing”, here we’d better substitute “advise” for “suggest”(4)The word “request” is a transitive verb which should take an object directly,so the word “for” should be omitted.(6)The word “donate” cannot be followed by double objects as “donate somebody something”. Instead we always use “donate something to somebody”.(10) The subject of the verb “write” is usually a human; an “article” cannot write itself. In this case the passive construction is normally used: The article was very well writ en.(11) Usually we don’t use “be bored of something/somebody”, but “be bored withsomething/somebody” which means losing intere st in somebody/something.(13) Here “myself ” is a reflexive pronoun, which can’t be used as subject, and itshould be replaced by “I”.(14) The word “surprise” is usually used as a transitive verb, so the expression“…surprise for you” is ungrammatical, a nd it can be replaced by “surprisesomebody (with something)” or “I was surprised by your getting married.”(15) The word “sleep” is usually used as an intransitive verb, which can’t take anobject. The cases of “sleep” being used as a transitive verb are semanticallylimited, as in “to sleep a good sleep” or “the room can sleep 3 people”.4.It’s ungrammatical, because “us” is the objective case which can’t serve as the subject,while “she” is the subjective case which can’t serve as the object. The sentenceshould be “We visit her on Sundays”. The personal pronouns “you” and “it” havethe same form whether used as the subject or object.5.(1) NP: A Guns “N” Roses concert, an arena, some 2500 fans, afull-fledged riot,A Guns “N” Roses concert at an arena , A Guns “N” Roses concert at an arenanear ST. Louis ,The trouble, venue security, a camera, the front, the stage, thefront of the stage. PP: at an arena, at an arena near ST. Louis, near ST. Louis,in disaster, near the front, of the stage, near the front of the stage. VP: stageda full-fledged riot, asked venue security, confiscate a camera.(2)N: Guns, Roses, concert, arena, ST. Louis, disaster, fans, riot, trouble, Axl Rose, venue, security, camera, front, stage. Prep: at, near, in, of. V: end, stage,start, ask, confiscate, see.6.(1) You mustn’t end a sentence with a preposition.You mustn’t split infinitives.7. (i)SNP VP AdvArt N V NP Prep NPArt N Art NThe dog bit the man in the car.(ii)SArt NArt NPrep NPNP VPArt N V NP PThe dog bit the man in the car.8. (1)a. Terry loves his wife and I love his wife, too.b. I love my wife as well as Terry loves his wife.(2) a. It’s yesterday that they said she would go.b. She would go yesterday as they said.(3) a. The governor is a street fighter who is dirty.b. The governor is a fighter in a dirty street.(4) a. The design has squares and circles, both of which are big.b. The design has big squares, and it also has some circles. (The sizes of the circles are not mentioned.)。
Chapter4Chapter4英汉对比与翻译(二)
Chapter4Chapter4英汉对比与翻译(二)Chapter 4 A Comparative Study of English and Chinese (Part II) Teaching aims: to learn about the linguistic differences of Chinese and English so as to translate them accurately.Main Language points:Comparative studies of syntactic structure in Chinese and EnglishDifficult teaching points: hypotactic & paratactic; subject-prominent & topic prominent; static & dynamic.Teaching references:1. 方梦之. 翻译新论与实践[M]. 青岛出版社,20022. 孙致礼. 新编英汉翻译教程[M]. 上外教出版社;彭长江. 英汉-汉英翻译教程[M]. 湖南师大出版社;3. 陈宏薇,新编汉英翻译教程[M].上海外语教育出版社,2004Teaching methods: Analysis and Practice1. Hypotactic vs. Paratactic (形合与意合)As E. A. Nida points out in his “Translating Meaning”, …so fa r as English and Chinese are concerned, the most important difference linguistically is the contrast between hypotaxis and parataxis.Hypotaxis: The dependent or subordinate construction or relationship of clauses arranged with connectives;Parataxis: The arranging of clauses one after the other without connectives showing the relation between them;Examples:1. That is our policy and that is our declaration.—— W. Churchill这就是我们的国策。
英语:Chapter-4-《Some-Days;Never-a-dull-moment》Reading课件(1)(牛津沈阳版八七年级下)
【教学辅助】(Teaching aids)Multimedia
software and computer
【教学方法】(Teaching methods )
Task-based approach Student-centered approach
【教学过程 】(Teaching procedures )
六、课后作业 1、copy the words . 2、recite the two poems . 3、try to write a poem that shows one’s feeling .
【板书设计:】
Chapter4 一、word 二、sentences
compare 1、I find it… 2、There be …
2、学情分析:(Analysis of students)
本学习任务的学习者是初中二年级的学生。随着课业的增多, 任务的繁重,他们的心理处于极不稳定的时期,处于典型的 少年转型期,渐渐开始理性的思考问题,同时又没有完全脱 离孩时的童真,他们时而感觉无聊,一切都没有意思,他们 乐于与同龄人交往,在真实语境中愿意表达自己的观点,多 媒体的运用,会激发他们对英语学习的兴趣。
C.
mustn’t D. must
5.He isn’t at school . I think he ____ be ill .
A. can D. has to
B. shall
C. must
6. They ____ do well in the exam.
A. can be able to B. be able to C. can able to D. are able to
汉英比较与翻译chapter 4
English: right-extending heavy-tailed like a peacock
This is the cat. This is the cat that killed the rat. This is the cat that killed the rat that ate the malt(麦芽). This is the cat that killed the rat that ate the malt that lay in the house. This is the cat that killed the rat that ate the malt that lay in the house that was built by Jack. …
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汉语的意合法
汉语造句少用甚至不用形式连接手段,注 重隐性连贯(covert coherence),注重逻 辑事理顺序,注重功能、意义,注重以神 统形。
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《天净沙.秋思》 马致远 枯滕老树昏鸦, 小桥流水人家, 古道西风瘦马, 夕阳西下, 断肠人在天涯。
In twilight, a crow perched on an old tree which was twisted by a withered vine. A house stood beside a bridge crossing over a river. A jaded horse was lingering alone on the immemorial way, bearing the bitter west wind. Now the sun gradually faded down. The rover was still on his way to next destination far away from his own home. It was this scene made him desperately homesick.
chapter_4
4.1 ARM处理器寻址方式
• 寻址方式分类——寄存器移位寻址
寄存器移位寻址是ARM指令集特有的寻址方式。 当第2个操作数是寄存器移位方式时,第2个寄存器 操作数在与第1个操作数结合之前,选择进行移位操 逻辑左移3位 作。寄存器移位寻址指令举例如下: MOV R0,R2,LSL #3 R2 0x01 ;R2的值左移3位,结果放入R0, 0x08
向上生长:向高地址方向生长,称为递增堆栈
向下生长:向低地址方向生长,称为递减堆栈
周立功单片机
4.1 ARM处理器寻址方式
• 寻址方式分类——堆栈寻址
堆栈压栈 SP栈顶 0x12345678 栈底
栈区
向上 增长
堆栈存 储区
向下 增长
栈区
栈底 0x12345678 堆栈压栈
栈顶SP
周立功单片机
LDR R1,[R2] ;将R2指向的存储单元的数据读出
SWP
R1,R1,[R2]
R2 0x40000000 ;保存在R1中 R0 0xAA 0x55
;单元的内容交换
;将寄存器R1的值和R2指定的存储
LDR
R1,[R2]
周立功单片机
4.1 ARM处理器寻址方式
• 寻址方式分类——基址寻址
基址寻址就是将基址寄存器的内容与指令中给 出的偏移量相加,形成操作数的有效地址。基址寻 址用于访问基址附近的存储单元,常用于查表、数 0x4000000C 0xAA 组操作、功能部件寄存器访问等。基址寻址指令举 例如下: 将R3+0x0C作 R3 0x40000000 LDR 为地址装载数 R2,[R3,#0x0C] ;读取R3+0x0C地址上的存储单元 R2 0xAA 0x55 据 ;的内容,放入R2
Chapter4翻译的基本技巧
Chapter 4翻译的基本技巧1.增译法1.1增量词(名量词和动量词)1)To the east a faint pink is spreading.一抹浅红正向东方扩展。
2)I was extremely worried about her, but this was neither the place nor the time for a lecture or an argument.我真替她万分担忧,但此时次地既不不宜教训她一番,也不宜与她争论一通。
1.2.汉语中名词复数的增补1)The lion is the king of animals.百/万兽之王。
2)Fogs hid the mountain peaks.层层薄/云雾遮蔽了重重峰峦。
3)Reports of new successes keep pouring in.捷报频传。
4)Disappearances occurred with apparently increasing frequency…失踪事件/接连不断接二连三地发生,显然越来越频繁5)As soon as winter was over and the primroses began to bloom.冬天一过,迎春花竟相/便朵朵开放。
6)She warmly welcomed her guests in and brought them a cup of tea.她热情地将客人们迎了进来,然后给他们各/每人/一一端一杯水。
7)what you have been looking for, my friend, is the chance to throw yourself into the world of UniversitySocieties, and discover the huge range of activities .我的朋友,你一直在寻找的就是将你自己投身到大学社团中的机会,去发现丰富多彩的、各种各种的活动。
朗文英语 chapter4 重点
Unit 4 Lending a handmirror 镜子comb 梳子a towel 一块毛巾a magazine 一本杂志swimsuit 游泳装table tennis bat 乒乓球拍Octopus card 八达通卡handkerchief 手帕umbrella 雨伞mine 我的(。
东西)ours 我们的(。
东西)yours 你的;你们的(。
东西)his 他的(。
东西)hers 她的(。
东西)theirs 他们的(。
东西)I lost my comb and my mirror on Monday. 星期一我丢失了我的梳子和镜子。
I lost my swimsuit and my towel on Tuesday. 星期二我丢失了我的游泳装和毛巾。
I lost my handkerchief and my umbrella on Monday. 星期一我弄丢了我的手帕和雨伞。
There are lots of things in the office. 办公室有很多东西。
I don’t know who they belong to. 我不知道都是谁的。
Whose mirror is this? 这是谁的镜子?Maybe it’s hers. 也许是她的。
Whose towels are these? 这些是谁的毛巾?Maybe they’re theirs. 也许是他们的。
The book belongs to me.这本书属于我。
Whose newspaper is this?这是谁的报纸?Mr Fan and Mr Wong asked us to buy a newspaper.方先生和王先生让我们去买报纸。
It’s theirs.所以是他们的。
Whose chocolates are these?这些巧克力是谁的?Mrs Ma asked us to buy some chocolates.马太太让我们去买一些巧克力。
最新香港朗文5A 第四单元知识要点
朗文5A Chapter 4四会内容一、单词1. owner/ˈəʊnə / n. 物主,主人2.property /ˈprɒpətɪ/ n. 所有物,财产,财物3.careless /ˈkeələs / adj.不小心的,不仔细的,粗心的4.carelessly /ˈkeələslɪ / adv. 粗心地; 不用心地5.belong /bɪˈlɒŋ/ v. 应在(某处); 适应; 合得来6. comb/kəʊm / n. 梳子7. mirror /ˈmɪrə/ n. 镜子8. towel /ˈtaʊəl / n. 毛巾,手巾9. swimsuit /ˈswɪmsuːt / n.(尤指女式) 游泳衣10. table tennis bat/ˈteɪbl ˈtenɪs bæt / n. 乒乓球拍11. handkerchief / ˈhæŋkətʃɪf / n. 手帕; 纸巾;(复数:handkerchief s)12. tissue / ˈtɪʃuː/ n. (尤指用作手帕的) 纸巾,手巾纸13. umbrella / ʌmˈbrelə/ n. 伞; 雨伞; 阳伞14. volunteer /ˌvɒlənˈtɪə/ n. 义务工作者; 志愿者; 自告奋勇者; 主动做某事的人15. elderly / ˈeldəlɪ/ adj. 年纪较大的,上了年纪的16. newspaper / ˈnjuːzpeɪpə/ n. 报纸(可数名词— a newspaper)17. chocolate / ˈtʃɒklət / n. 巧克力,朱古力18. toothpaste / ˈtuːθpeɪst / n. 牙膏19. toothbrush /ˈtuːθbrʌʃ/ n. 牙刷20. stapler / ˈsteɪplə / n. 订书机21. hole punch / həʊl/ /pʌntʃ / n.打孔器; 打孔机22. pin / pɪn / n.大头针; 胸针; 饰针23. envelope / ˈenvələʊp / n. 信封24. lobby /ˈlɒbɪ/ n.(公共建筑物进口处的) 门厅,前厅,大厅二、词组1.lend a hand 向…伸出援手; 给予…帮助;2.L ost P roperty O ffice失物招领处3.be careless with 疏忽,粗心大意4.belong to someone属于某人,归某人所有=be someone’s5.the owners of this lost property 失主6.volunteer to do something 自愿做某事7.ask sb. to do sth. 叫某人做某事;8.make a shopping list for the E lderly为老年人制定购物单9. a plastic bag 一个塑料袋10. a bag of dog food 一袋狗粮11.in the lobby of the block 在大楼的大厅里12.find the owner of the bag 找到这个包的主人13.be full of充满…(的) =be filled with14.take/carry the bag upstairs to…把包拿到楼上去15.take other people’s bag away 把别人的包拿走16.go back to the lobby 回到大厅17.reach the ground floor 到达底楼18.forget to bring the mobile phone 忘记带手机19.carry it upstairs for you 帮你拿上楼20.item lost 遗失物品三、句子1. I lost my comb and my mirror on Monday. 星期一我丢失了我的梳子和镜子。
语言学Chapter4课后练习答案(20200602074319)
Chapter 4 Revision Exercises1. What is syntax?Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences.2. What is phrase structure rule?The grammatical mechanism that regulates the arrangement of elements (i.e. specifiers, heads, and complements) that make up a phrase is called a phrase structure rule.The phrase structural rule for NP, VP, AP, and PP can be written as follows: NP→(Det) N (PP) ...VP→(Qual) V (NP) ...AP→(Deg) A (PP) ...PP→(Deg) P (NP) ...We can formulate a single general phrasal structural rule in which X stands for the head N, V, A or P.The XP rule: XP→(specifier) X (complement)3. What is category? How to determine a word’s category?Category refers to a group of linguistic items which fulfill the same or similar functions in a particular language such as a sentence, a noun phrase or a verb.To determine a word's category, three criteria are usually employed, namely meaning, inflection and distribution. The most reliable of determining a word’s category is its distribution.4. What is coordinate structure and what properties does it have?The structure formed by joining two or more elements of the same type with the help of a conjunction is called coordinate structure.It has four important properties:1)there is no limit on the number of coordinated categories that can appearprior to the conjunction.2) a category at any level a head or an entire XP can be coordinated.3)coordinated categories must be of the same type.4)the category type of the coordinate phrase is identical to the categorytype of the elements being conjoined.5. What elements does a phrase contain and what role does each element play?A phrase usually contains the following elements: head, specifier and complement. Sometimes it also contains another kind of element termed modifier.The role each element can play:Head:Head is the word around which a phrase is formed.Specifier:Specifier has both special semantic and syntactic roles. Semantically, it helps to make more precise the meaning of the head. Syntactically, it typically marks a phrase boundary.Complement:Complements are themselves phrases and provide information about entities and locations whose existence is implied by the meaning of the head.Modifier:Modifiers specify optionally expressible properties of the heads.6. What is deep structure and what is surface structure?There are two levels of syntactic structure. The first, formed by the XP rule in accordance with the head's subcategorization properties, is called deep structure (or D-structure). The second, corresponding to the final syntactic form of the sentence which results from appropriate transformations, is called surface structure (or S-structure).7. Indicate the category of each word in the following sentences.a) The old lady got off the bus carefully.Det A N V P Det N Advb) The car suddenly crashed onto the river bank.Det N Adv V P Det Nc) The blinding snowstorm might delay the opening of the schools.Det A N Aux V Det N P Det Nd) This cloth feels quite soft.Det N V Deg A8. The following phrases include a head, a complement, and a specifier. Draw the appropriate tree structure for each phrase.a) rich in mineralsAPA PPrich in mineralsb) often read detective storiesVPQual V NPoften read detective storiesc) the argument against the proposalsNPDet N PPthe argument against the proposals d) already above the windowPPDeg P NPalready above the window9. The following sentences contain modifiers of various types. For each sentences, first identify the modifier(s), then draw the tree sentences.a) A crippled passenger landed the airplane with extreme caution. Modifiers: crippled(AdjP), with extreme caution(PP)SNP Infl VPAPDet A N Pst V NPDet N PPP NPAP NAA crippled passenger landed the airplane with extreme cautionb) A huge moon hung in the black sky.Modifiers: huge(AdjP), in the black sky(PP)SNP Infl VPDet AP N Pst V PPA P NPDet AP NA huge moon hung in the black skyc) The man examined his car carefully yesterday.Modifiers: carefully(AdvP), yesterday(AdvP)SNP Infl VPDet N Pst V NP AdvPDet N AdvP AdvAdv The man examined his car carefully yesterdayd) A wooden hut near the lake collapsed in the storm.Modifiers: wooden(AdjP), in the storm(PP)SNP Infl VPDet AP N PP Pst V PPA P NP P NPDet N Det NA wooden hut near the lake collapsed in the storm10. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences.a) Jim has washed the dirty shirts and pants.SNP Infl VPN V NPDet AP N Con NAJim has washed the dirty shirts and pantsb) Helen put on her clothes and went out.SNP Infl VPN Pst V PP Con V PPP NP PDet NHelen put on her clothes and went outc) Mary is fond of literature but tired of statistics.SNP Infl VPN Pre V AP Con APA PP A PPP NP P NPN N Mary is fond of literature but tired of statistics11. The following sentences all contain embedded clauses that function as complements of a verb, an adjective, a preposition or a noun. Draw a tree structure for each sentence.a) You know that I hate war.SNP Infl VPN Pre V NPCPC SNP Infl VPNP N Pre V NPN You know that I hate war b) Gerry believes the fact that Anna flunked the English exam.SNP Infl VPN Pre V NPDet N CP-C SNP Infl VPNP N Pst V NPDet AP NAGerry believes the fact that Anna flunked the English examc) Chris was happy that his father bought him a Rolls-Royce.SNP Infl VPN Pst V APA CPC SNP NP Infl VPDet N Pst V NPN Det N Chris was happy that his father bought him aRoll-Royced) The children argued over whether bats had wings.SNP Infl VPDet N Pst V PPP CPC SNP Infl VPN Plu V NPNThe children argued over whether bats had wings 12. Each of the following sentences contains a relative clause. Draw the deep structure and the surface structure for each of these sentences.a) The essay that he wrote was excellent.Deep Structure:CPC SNP Infl VPDet N CP Pst V APC S Aux ANP Infl VPN Pst V NPNThe essay he wrote that was excellent Surface Structure:CPC SNP Infl VPDet N CP Pst V APC S Aux ANP NP Infl VPN N Pst V NPNThe essay that he wrote e was excellentb) Herbert bought a house that she loved.Deep Structure:CPC SNP Infl VPN Pst V NPDet N CPC SNP Infl VPN Pst V NPN Herbert bought a house she loved thatSurface Structure: CPC SNP Infl VPN Pst V NPDet N CPC SNP NP Infl VPN N Pst V NPN Herbert bought a house that she lovedec) The girl whom he adores majors in linguistics.Deep Structure:CPC SNP Infl VPDet N CP Pre V PPC S P NPNP Infl VP NN Pre V NPNThe girl he adores whom majors in linguisticsSurface Structure:CPC SNP Infl VPDet N CP Pre V PPNP C S P NPNP Infl VP NN N Pre V NPNThe girl whom he adores e majors in linguistics13. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure of each sentence.a) Would you come tomorrow?Deep Structure:CPC SNP Infl VPN Aux V AdvPAdvYou would come tomorrowSurface Structure:CPC SInfl NP Infl VPAux N Aux V AdvPAdvWould You e come tomorrowb) What did Helen bring to the party?Deep Structure:CPC SNP Infl VPN Pst V NPN PPP Det NPNHelen did bring what to the party Surface Structure: CPC SNP Infl NP Infl VPN Pst N Pst V NPN PPP Det NPN What did Helen e bring e to the partyc) Who broke the window?Deep Structure:CPC SNP Infl VPN Pst V NPDet NWho broke the windowSurface Structure: CPC SNP NP Infl VPN N Pst V NPDet N Who e broke the window。
课外阅读大卫科波菲尔Chapter4学案
CHAPTER 4It's me, Aunt Betsey!It took me ages to get back to my feet and start walking out of London on the Dover road. I was tired and penniless.The next few days and nights were a blur. I slept on haystacks, lived on scraps, and sold my jacket to earn a little money. I was constantly freezing and hungry and my feet were covered in blisters.Finally, I made it to Dover. I soon discovered that nearly everyone knew my Aunt Betsey, and one kind young woman showed me to her neat little cottage. A few moments later, an older woman marched out of the house. She had grey hair and quick, bright eyes and had a handkerchief tied over her head. She was wearing gardening gloves and held a knife. This must be Aunt Betsey!'Go away!' she shouted firmly at me, making a chop in the air with her knife. ' We don't want any boys round here!'I knew I looked terrible my shoes were full of holes, and my shirt and trousers were filthy and ragged but I had to speak to her. I followed her across the garden.'You're my.. my...aunt,' I said in a quivering voice.' What did you say?' she demanded, spinning round.'It's me, Aunt Betsey, David Copperfield,' I whispered. ' I'm your great nephew.'At this, she cried, ' Oh my goodness!' and sat flat down on the garden path.'I've been unhappy and neglected since my mother died,' I told her. 'I've walked all the way here from London. I haven't slept in a bed for days.'Pulling herself together, she rose to her feet and led me straight into the parlour. She poured all kinds of medicines down me and I'm sure I tasted salad dressing and anchovy sauce in the mixtures! Then she made me have a long hot bath and gave me a hot meal. Finally, she said sternly, ‘Tell me everything, David!'So I told her. When I'd finished, she looked at me with disbelief. Why on earth did your mother and Peggotty let all this happen?' she demanded.'The Murdstones were too powerful,' I explained. 'They ruled our house with an iron grip.'At that moment, a man with a cheery face bounded into the room, laughing.'This is Mr Dick,' Aunt Betsey explained. He lives here.I could see that Mr Dick wasn't like other men. Even though he was about fifty years old there was something childlike about him. But clearly this didn't worry Aunt Betsey. She'd given him a home and looked after him, and this gave me a glimmer of hope that she might do the same for me.'I trust Mr Dick's opinion on all matters,' Aunt Betsey said gravely, before explaining to him all about me.‘Well, Mr Dick,' she demanded when he'd heard it all, 'what shall I do with this boy?' Mr Dick paused for a second. I felt like my entire future rested on his reply.‘You should...you should put him to bed!' said Mr Dick, smiling warmly.A wave of relief flooded over me. Aunt Betsey showed me up to an airy bedroom with a great view of the sea. I fell into the bed and instantly sank into the world of dreams.The next morning, Aunt Betsey was downstair waiting for me. 'I have written to Mr Murdston to let him know where you are,' she said.'Will I have to go back?' I asked in dread.'We shall see,' she answered.My spirits sank. Maybe Aunt Betsey hadn't believed my story? What if Mr Murdstone convinced her to let me go? I would rather die than go back to the warehouse. Every day I waited unhappily for Mr Murdstone's reply.And finally it came.'Mr Murdstone will be visiting us tomorrow,' Aunt Betsey told me one morning.My whole body shook with anxiety. Would she hand me back to the Murdstones?As soon as they arrived, I whispered, ' Shall I go away?''Certainly not,' Aunt Betsey replied, showing them into her parlour, where Mr Dick and I were waiting. The second I saw them I felt all of the fear and fury returning.Mr Murdstone got straight down to business. 'This boy,' he began, pointing a finger at me, 'gave his mother terrible trouble. My sister and I did our best to correct him, but he is stubborn and disobedient.''He is the worst behaved boy in the whole world,' cut in Miss Murdstone viciously.'That's a bit strong!' declared my aunt in amazement.'It is the truth,' replied Mr Murdstone, 'and he still needs correcting, especially as his mother is dead.'I stared at the Murdstones with hatred.'You say David's mother is dead,' said Mr Dick suddenly. ' Did she leave him any money?'A flush of anger and embarrassment spread across Mr Murdstone's cheeks. 'Absolutely nothing,' he replied.'Well, what do you want to do with David?' demanded Aunt Betsey.Mr Murdstone's expression hardened. 'I am here to take the boy back and dispose of him as I think best.''Dispose of him!' Aunt Betsey cried with a horrified expression. ‘Do you mean you're going to send him back to work in that terrible warehouse of yours?'Mr Murdstone eyed her coldly but said nothing.Aunt Betsey turned to me. 'What about you, David?' she asked. 'Would you like to go with the Murdstones?'No! 'I blurted out, my fists clenched with rage. 'They've always hated me. And they destroyed my mother!'The Murdstones stared at me with their hard eyes.' Mr Dick,' said Aunt Betsey, 'what are your thoughts on this matter?''I’ll tell you what I'd do,' said Mr Dick thoughtfully. 'I'd have him measured up for a suit of new clothes.'I could have hugged him! But I knew the final decision rested with Aunt Betsey. I held my breath anxiously as she thought everything through.'This is what I think,' she announced, looking sternly at the Murdstones. 'I don't believe a word of what you've said about David. It is clear to me that the two of you trapped his mother like a caged bird. Then you bullied and broke her, and you bullied David too. You will play no further part in his life.''B...but,' uttered Mr Murdstone.'But, nothing!' snapped Aunt Betsey.The Murdstones stood up in shock, unsure what to do.'Now, look here,' said Mr Murdstone.'No, you look here!' Aunt Betsey cried, her eyes shining like balls of fire. 'You and your sister will leave my house immediately, and you will never e back.''I...I,' Mr Murdstone tried to protest.'GET OUT!' manded Aunt Betsey, bustling towards the door. My heart leaped with joy as she shoved the confused and defeated Murdstones outside. Suddenly they didn't look frightening or powerful.I ran to her and gave her an enormous hug.“From this moment,” she said, your name will be Trotwood Copperfield. My house is now your home!'Chapter 4After ReadingPart 1. Draw a mind map to show the characters in Chapter 4 and their relationship between them.Give a clear indication about their personality if necessary.Part 2. 小说语言集锦//单词解惑——1.blur:something remembered or perceived indistinctly, typically because it happened very fast(尤指某事因发生很快而只留下)模糊的记忆(或印象)例:The day before was a blur. 前一天的事情记不清了。
货币金融学 第四章 chapter-4 英文习题
Economics of Money, Banking, and Financial Markets, 11e, Global Edition (Mishkin) Chapter 4 The Meaning of Interest Rates4.1 Measuring Interest Rates1) The concept of ________ is based on the common-sense notion that a dollar paid to you in the future is less valuable to you than a dollar today.A) present valueB) future valueC) interestD) deflationAnswer: AAACSB: Application of Knowledge2) The present value of an expected future payment ________ as the interest rate increases.A) fallsB) risesC) is constantD) is unaffectedAnswer: AAACSB: Reflective Thinking3) An increase in the time to the promised future payment ________ the present value of the payment.A) decreasesB) increasesC) has no effect onD) is irrelevant toAnswer: AAACSB: Reflective Thinking4) With an interest rate of 6 percent, the present value of $100 next year is approximatelyA) $106.B) $100.C) $94.D) $92.Answer: CAACSB: Analytical Thinking5) What is the present value of $500.00 to be paid in two years if the interest rate is 5 percent?A) $453.51B) $500.00C) $476.25D) $550.00Answer: AAACSB: Analytical Thinking6) If a security pays $55 in one year and $133 in three years, its present value is $150 if the interest rate isA) 5 percent.B) 10 percent.C) 12.5 percent.D) 15 percent.Answer: BAACSB: Analytical Thinking7) To claim that a lottery winner who is to receive $1 million per year for twenty years has won $20 million ignores the process ofA) face value.B) par value.C) deflation.D) discounting the future.Answer: DAACSB: Analytical Thinking8) A credit market instrument that provides the borrower with an amount of funds that must be repaid at the maturity date along with an interest payment is known as aA) simple loan.B) fixed-payment loan.C) coupon bond.D) discount bond.Answer: AAACSB: Application of Knowledge9) A credit market instrument that requires the borrower to make the same payment every period until the maturity date is known as aA) simple loan.B) fixed-payment loan.C) coupon bond.D) discount bond.Answer: BAACSB: Application of Knowledge10) Which of the following are TRUE of fixed payment loans?A) The borrower repays both the principal and interest at the maturity date.B) Installment loans and mortgages are frequently of the fixed payment type.C) The borrower pays interest periodically and the principal at the maturity date.D) Commercial loans to businesses are often of this type.Answer: BAACSB: Reflective Thinking11) A fully amortized loan is another name forA) a simple loan.B) a fixed-payment loan.C) a commercial loan.D) an unsecured loan.Answer: BAACSB: Application of Knowledge12) A credit market instrument that pays the owner a fixed coupon payment every year until the maturity date and then repays the face value is called aA) simple loan.B) fixed-payment loan.C) coupon bond.D) discount bond.Answer: CAACSB: Application of Knowledge13) A ________ pays the owner a fixed coupon payment every year until the maturity date, when the ________ value is repaid.A) coupon bond; discountB) discount bond; discountC) coupon bond; faceD) discount bond; faceAnswer: CAACSB: Analytical Thinking14) The ________ is the final amount that will be paid to the holder of a coupon bond.A) discount valueB) coupon valueC) face valueD) present valueAnswer: CAACSB: Application of Knowledge15) When talking about a coupon bond, face value and ________ mean the same thing.A) par valueB) coupon valueC) amortized valueD) discount valueAnswer: AAACSB: Application of Knowledge16) The dollar amount of the yearly coupon payment expressed as a percentage of the face value of the bond is called the bond'sA) coupon rate.B) maturity rate.C) face value rate.D) payment rate.Answer: AAACSB: Application of Knowledge17) The ________ is calculated by multiplying the coupon rate times the par value of the bond.A) present valueB) face valueC) coupon paymentD) maturity paymentAnswer: CAACSB: Analytical Thinking18) If a $1000 face value coupon bond has a coupon rate of 3.75 percent, then the coupon payment every year isA) $37.50.B) $3.75.C) $375.00.D) $13.75Answer: AAACSB: Analytical Thinking19) If a $5,000 coupon bond has a coupon rate of 13 percent, then the coupon payment every year isA) $650.B) $1,300.C) $130.D) $13.Answer: AAACSB: Analytical Thinking20) An $8,000 coupon bond with a $400 coupon payment every year has a coupon rate ofA) 5 percent.B) 8 percent.C) 10 percent.D) 40 percent.Answer: AAACSB: Analytical Thinking21) A $1000 face value coupon bond with a $60 coupon payment every year has a coupon rate ofA) .6 percent.B) 5 percent.C) 6 percent.D) 10 percent.Answer: CAACSB: Analytical Thinking22) All of the following are examples of coupon bonds EXCEPTA) corporate bonds.B) U.S. Treasury bills.C) U.S. Treasury notes.D) U.S. Treasury bonds.Answer: BAACSB: Analytical Thinking23) A bond that is bought at a price below its face value and the face value is repaid at a maturity date is called aA) simple loan.B) fixed-payment loan.C) coupon bond.D) discount bond.Answer: DAACSB: Application of Knowledge24) A ________ is bought at a price below its face value, and the ________ value is repaid at the maturity date.A) coupon bond; discountB) discount bond; discountC) coupon bond; faceD) discount bond; faceAnswer: DAACSB: Analytical Thinking25) A discount bondA) pays the bondholder a fixed amount every period and the face value at maturity.B) pays the bondholder the face value at maturity.C) pays all interest and the face value at maturity.D) pays the face value at maturity plus any capital gain.Answer: BAACSB: Reflective Thinking26) Examples of discount bonds includeA) U.S. Treasury bills.B) corporate bonds.C) U.S. Treasury notes.D) municipal bonds.Answer: AAACSB: Analytical Thinking27) Which of the following are TRUE for discount bonds?A) A discount bond is bought at par.B) The purchaser receives the face value of the bond at the maturity date.C) U.S. Treasury bonds and notes are examples of discount bonds.D) The purchaser receives the par value at maturity plus any capital gains.Answer: BAACSB: Reflective Thinking28) The interest rate that equates the present value of payments received from a debt instrument with its value today is theA) simple interest rate.B) current yield.C) yield to maturity.D) real interest rate.Answer: CAACSB: Application of Knowledge29) Economists consider the ________ to be the most accurate measure of interest rates.A) simple interest rate.B) current yield.C) yield to maturity.D) real interest rate.Answer: CAACSB: Reflective Thinking30) For simple loans, the simple interest rate is ________ the yield to maturity.A) greater thanB) less thanC) equal toD) not comparable toAnswer: CAACSB: Application of Knowledge31) If the amount payable in two years is $2420 for a simple loan at 10 percent interest, the loan amount isA) $1000.B) $1210.C) $2000.D) $2200.Answer: CAACSB: Analytical Thinking32) For a 3-year simple loan of $10,000 at 10 percent, the amount to be repaid isA) $10,030.B) $10,300.C) $13,000.D) $13,310.Answer: DAACSB: Analytical Thinking33) If $22,050 is the amount payable in two years for a $20,000 simple loan made today, the interest rate isA) 5 percent.B) 10 percent.C) 22 percent.D) 25 percent.Answer: AAACSB: Analytical Thinking34) If a security pays $110 next year and $121 the year after that, what is its yield to maturity if it sells for $200?A) 9 percentB) 10 percentC) 11 percentD) 12 percentAnswer: BAACSB: Analytical Thinking35) The present value of a fixed-payment loan is calculated as the ________ of the present value of all cash flow payments.A) sumB) differenceC) multipleD) logAnswer: AAACSB: Analytical Thinking36) Which of the following are TRUE for a coupon bond?A) When the coupon bond is priced at its face value, the yield to maturity equals the coupon rate.B) The price of a coupon bond and the yield to maturity are positively related.C) The yield to maturity is greater than the coupon rate when the bond price is above the par value.D) The yield is less than the coupon rate when the bond price is below the par value. Answer: AAACSB: Reflective Thinking37) The ________ of a coupon bond and the yield to maturity are inversely related.A) priceB) par valueC) maturity dateD) termAnswer: AAACSB: Reflective Thinking38) The price of a coupon bond and the yield to maturity are ________ related; that is, as the yield to maturity ________, the price of the bond ________.A) positively; rises; risesB) negatively; falls; fallsC) positively; rises; fallsD) negatively; rises; fallsAnswer: DAACSB: Reflective Thinking39) The yield to maturity is ________ than the ________ rate when the bond price is ________ its face value.A) greater; coupon; aboveB) greater; coupon; belowC) greater; perpetuity; aboveD) less; perpetuity; belowAnswer: BAACSB: Reflective Thinking40) The ________ is below the coupon rate when the bond price is ________ its par value.A) yield to maturity; aboveB) yield to maturity; belowC) discount rate; aboveD) discount rate; belowAnswer: AAACSB: Reflective Thinking41) A $10,000 8 percent coupon bond that sells for $10,000 has a yield to maturity ofA) 8 percent.B) 10 percent.C) 12 percent.D) 14 percent.Answer: AAACSB: Analytical Thinking42) Which of the following $1,000 face-value securities has the highest yield to maturity?A) a 5 percent coupon bond selling for $1,000B) a 10 percent coupon bond selling for $1,000C) a 12 percent coupon bond selling for $1,000D) a 12 percent coupon bond selling for $1,100Answer: CAACSB: Analytical Thinking43) Which of the following $5,000 face-value securities has the highest yield to maturity?A) a 6 percent coupon bond selling for $5,000B) a 6 percent coupon bond selling for $5,500C) a 10 percent coupon bond selling for $5,000D) a 12 percent coupon bond selling for $4,500Answer: DAACSB: Analytical Thinking44) Which of the following $1,000 face-value securities has the highest yield to maturity?A) a 5 percent coupon bond with a price of $600B) a 5 percent coupon bond with a price of $800C) a 5 percent coupon bond with a price of $1,000D) a 5 percent coupon bond with a price of $1,200Answer: AAACSB: Analytical Thinking45) Which of the following $1,000 face-value securities has the lowest yield to maturity?A) a 5 percent coupon bond selling for $1,000B) a 10 percent coupon bond selling for $1,000C) a 15 percent coupon bond selling for $1,000D) a 15 percent coupon bond selling for $900Answer: AAACSB: Analytical Thinking46) Which of the following bonds would you prefer to be buying?A) a $10,000 face-value security with a 10 percent coupon selling for $9,000B) a $10,000 face-value security with a 7 percent coupon selling for $10,000C) a $10,000 face-value security with a 9 percent coupon selling for $10,000D) a $10,000 face-value security with a 10 percent coupon selling for $10,000 Answer: AAACSB: Analytical Thinking47) A coupon bond that has no maturity date and no repayment of principal is called aA) consol.B) cabinet.C) Treasury bill.D) Treasury note.Answer: AAACSB: Application of Knowledge48) The price of a consol equals the coupon paymentA) times the interest rate.B) plus the interest rate.C) minus the interest rate.D) divided by the interest rate.Answer: DAACSB: Analytical Thinking49) The interest rate on a consol equals theA) price times the coupon payment.B) price divided by the coupon payment.C) coupon payment plus the price.D) coupon payment divided by the price.Answer: DAACSB: Analytical Thinking50) A consol paying $20 annually when the interest rate is 5 percent has a price ofA) $100.B) $200.C) $400.D) $800.Answer: CAACSB: Analytical Thinking51) If a perpetuity has a price of $500 and an annual interest payment of $25, the interest rate isA) 2.5 percent.B) 5 percent.C) 7.5 percent.D) 10 percent.Answer: BAACSB: Analytical Thinking52) The yield to maturity for a perpetuity is a useful approximation for the yield to maturity on long-term coupon bonds. It is called the ________ when approximating the yield for a coupon bond.A) current yieldB) discount yieldC) future yieldD) star yieldAnswer: AAACSB: Reflective Thinking53) The yield to maturity for a one-year discount bond equals the increase in price over the year, divided by theA) initial price.B) face value.C) interest rate.D) coupon rate.Answer: AAACSB: Analytical Thinking54) If a $10,000 face-value discount bond maturing in one year is selling for $5,000, then its yield to maturity isA) 5 percent.B) 10 percent.C) 50 percent.D) 100 percent.Answer: DAACSB: Analytical Thinking55) If a $5,000 face-value discount bond maturing in one year is selling for $5,000, then its yield to maturity isA) 0 percent.B) 5 percent.C) 10 percent.D) 20 percent.Answer: AAACSB: Analytical Thinking56) A discount bond selling for $15,000 with a face value of $20,000 in one year has a yield to maturity ofA) 3 percent.B) 20 percent.C) 25 percent.D) 33.3 percent.Answer: DAACSB: Analytical Thinking57) The yield to maturity for a discount bond is ________ related to the current bond price.A) negativelyB) positivelyC) notD) directlyAnswer: AAACSB: Reflective Thinking58) A discount bond is also called a ________ because the owner does not receive periodic payments.A) zero-coupon bondB) municipal bondC) corporate bondD) consolAnswer: AAACSB: Application of Knowledge59) Another name for a consol is a ________ because it is a bond with no maturity date. The owner receives fixed coupon payments forever.A) perpetuityB) discount bondC) municipalityD) high-yield bondAnswer: AAACSB: Application of Knowledge60) If the interest rate is 5%, what is the present value of a security that pays you $1, 050 next year and $1,102.50 two years from now? If this security sold for $2200, is the yield to maturity greater or less than 5%? Why?Answer: PV = $1,050/(1. +.05) + $1,102.50/(1 + 0.5)2PV = $2,000If this security sold for $2200, the yield to maturity is less than 5%. The lower the interest rate the higher the present value.AACSB: Analytical Thinking4.2 The Distinction Between Interest Rates and Returns1) The ________ is defined as the payments to the owner plus the change in a security's value expressed as a fraction of the security's purchase price.A) yield to maturityB) current yieldC) rate of returnD) yield rateAnswer: CAACSB: Application of Knowledge2) Which of the following are TRUE concerning the distinction between interest rates and returns?A) The rate of return on a bond will not necessarily equal the interest rate on that bond.B) The return can be expressed as the difference between the current yield and the rate of capital gains.C) The rate of return will be greater than the interest rate when the price of the bond falls during the holding period.D) The return can be expressed as the sum of the discount yield and the rate of capital gains. Answer: AAACSB: Reflective Thinking3) The sum of the current yield and the rate of capital gain is called theA) rate of return.B) discount yield.C) perpetuity yield.D) par value.Answer: AAACSB: Analytical Thinking4) What is the return on a 5 percent coupon bond that initially sells for $1,000 and sells for $1,200 next year?A) 5 percentB) 10 percentC) -5 percentD) 25 percentAnswer: DAACSB: Analytical Thinking5) What is the return on a 5 percent coupon bond that initially sells for $1,000 and sells for $900 next year?A) 5 percentB) 10 percentC) -5 percentD) -10 percentAnswer: CAACSB: Analytical Thinking6) The return on a 5 percent coupon bond that initially sells for $1,000 and sells for $950 next year isA) -10 percent.B) -5 percent.C) 0 percent.D) 5 percent.Answer: CAACSB: Analytical Thinking7) Suppose you are holding a 5 percent coupon bond maturing in one year with a yield to maturity of 15 percent. If the interest rate on one-year bonds rises from 15 percent to 20 percent over the course of the year, what is the yearly return on the bond you are holding?A) 5 percentB) 10 percentC) 15 percentD) 20 percentAnswer: CAACSB: Analytical Thinking8) I purchase a 10 percent coupon bond. Based on my purchase price, I calculate a yield to maturity of 8 percent. If I hold this bond to maturity, then my return on this asset isA) 10 percent.B) 8 percent.C) 12 percent.D) there is not enough information to determine the return.Answer: BAACSB: Analytical Thinking9) If the interest rates on all bonds rise from 5 to 6 percent over the course of the year, which bond would you prefer to have been holding?A) a bond with one year to maturityB) a bond with five years to maturityC) a bond with ten years to maturityD) a bond with twenty years to maturityAnswer: AAACSB: Analytical Thinking10) An equal decrease in all bond interest ratesA) increases the price of a five-year bond more than the price of a ten-year bond.B) increases the price of a ten-year bond more than the price of a five-year bond.C) decreases the price of a five-year bond more than the price of a ten-year bond.D) decreases the price of a ten-year bond more than the price of a five-year bond.Answer: BAACSB: Analytical Thinking11) An equal increase in all bond interest ratesA) increases the return to all bond maturities by an equal amount.B) decreases the return to all bond maturities by an equal amount.C) has no effect on the returns to bonds.D) decreases long-term bond returns more than short-term bond returns.Answer: DAACSB: Analytical Thinking12) Which of the following are generally TRUE of bonds?A) A bond's return equals the yield to maturity when the time to maturity is the same as the holding period.B) A rise in interest rates is associated with a fall in bond prices, resulting in capital gains on bonds whose terms to maturity are longer than the holding periods.C) The longer a bond's maturity, the smaller is the size of the price change associated with an interest rate change.D) Prices and returns for short-term bonds are more volatile than those for longer-term bonds. Answer: AAACSB: Reflective Thinking13) Which of the following are generally TRUE of all bonds?A) The longer a bond's maturity, the greater is the rate of return that occurs as a result of the increase in the interest rate.B) Even though a bond has a substantial initial interest rate, its return can turn out to be negative if interest rates rise.C) Prices and returns for short-term bonds are more volatile than those for longer term bonds.D) A fall in interest rates results in capital losses for bonds whose terms to maturity are longer than the holding period.Answer: BAACSB: Reflective Thinking14) The riskiness of an asset's returns due to changes in interest rates isA) exchange-rate risk.B) price risk.C) asset risk.D) interest-rate risk.Answer: DAACSB: Application of Knowledge15) Interest-rate risk is the riskiness of an asset's returns due toA) interest-rate changes.B) changes in the coupon rate.C) default of the borrower.D) changes in the asset's maturity.Answer: AAACSB: Application of Knowledge16) Prices and returns for ________ bonds are more volatile than those for ________ bonds, everything else held constant.A) long-term; long-termB) long-term; short-termC) short-term; long-termD) short-term; short-termAnswer: BAACSB: Reflective Thinking7) There is ________ for any bond whose time to maturity matches the holding period.A) no interest-rate riskB) a large interest-rate riskC) rate-of-return riskD) yield-to-maturity riskAnswer: AAACSB: Analytical Thinking18) All bonds that will not be held to maturity have interest rate risk which occurs because of the change in the price of the bond as a result ofA) interest-rate changes.B) changes in the coupon rate.C) default of the borrower.D) changes in the asset's maturity date.Answer: AAACSB: Application of Knowledge19) Your favorite uncle advises you to purchase long-term bonds because their interest rate is 10%. Should you follow his advice?Answer: It depends on where you think interest rates are headed in the future. If you think interest rates will be going up, you should not follow your uncle's advice because you would then have to discount your bond if you needed to sell it before the maturity date. Long-term bonds have a greater interest-rate risk.AACSB: Reflective Thinking4.3 The Distinction Between Real and Nominal Interest Rates1) The ________ interest rate is adjusted for expected changes in the price level.A) ex ante realB) ex post realC) ex post nominalD) ex ante nominalAnswer: AAACSB: Application of Knowledge2) The ________ interest rate more accurately reflects the true cost of borrowing.A) nominalB) realC) discountD) marketAnswer: BAACSB: Analytical Thinking3) The nominal interest rate minus the expected rate of inflationA) defines the real interest rate.B) is a less accurate measure of the incentives to borrow and lend than is the nominal interest rate.C) is a less accurate indicator of the tightness of credit market conditions than is the nominal interest rate.D) defines the discount rate.Answer: AAACSB: Analytical Thinking4) When the ________ interest rate is low, there are greater incentives to ________ and fewer incentives to ________.A) nominal; lend; borrowB) real; lend; borrowC) real; borrow; lendD) market; lend; borrowAnswer: CAACSB: Reflective Thinking5) The interest rate that describes how well a lender has done in real terms after the fact is called theA) ex post real interest rate.B) ex ante real interest rate.C) ex post nominal interest rate.D) ex ante nominal interest rate.Answer: AAACSB: Analytical Thinking6) The ________ states that the nominal interest rate equals the real interest rate plus the expected rate of inflation.A) Fisher equationB) Keynesian equationC) Monetarist equationD) Marshall equationAnswer: AAACSB: Application of Knowledge7) If the nominal rate of interest is 2 percent, and the expected inflation rate is -10 percent, the real rate of interest isA) 2 percent.B) 8 percent.C) 10 percent.D) 12 percent.Answer: DAACSB: Analytical Thinking8) In which of the following situations would you prefer to be the lender?A) The interest rate is 9 percent and the expected inflation rate is 7 percent.B) The interest rate is 4 percent and the expected inflation rate is 1 percent.C) The interest rate is 13 percent and the expected inflation rate is 15 percent.D) The interest rate is 25 percent and the expected inflation rate is 50 percent.Answer: BAACSB: Analytical Thinking9) In which of the following situations would you prefer to be the borrower?A) The interest rate is 9 percent and the expected inflation rate is 7 percent.B) The interest rate is 4 percent and the expected inflation rate is 1 percent.C) The interest rate is 13 percent and the expected inflation rate is 15 percent.D) The interest rate is 25 percent and the expected inflation rate is 50 percent.Answer: DAACSB: Analytical Thinking10) If you expect the inflation rate to be 15 percent next year and a one-year bond has a yield to maturity of 7 percent, then the real interest rate on this bond isA) 7 percent.B) 22 percent.C) -15 percent.D) -8 percent.Answer: DAACSB: Analytical Thinking11) If you expect the inflation rate to be 12 percent next year and a one-year bond has a yield to maturity of 7 percent, then the real interest rate on this bond isA) -5 percent.B) -2 percent.C) 2 percent.D) 12 percent.Answer: AAACSB: Analytical Thinking12) If you expect the inflation rate to be 4 percent next year and a one year bond has a yield to maturity of 7 percent, then the real interest rate on this bond isA) -3 percent.B) -2 percent.C) 3 percent.D) 7 percent.Answer: CAACSB: Analytical Thinking13) In the United States during the late 1970s, the nominal interest rates were quite high, but the real interest rates were negative. From the Fisher equation, we can conclude that expected inflation in the United States during this period wasA) irrelevant.B) low.C) negative.D) high.Answer: DAACSB: Reflective Thinking14) The interest rate on Treasury Inflation Indexed Securities can be roughly interpreted asA) the real interest rate.B) the nominal interest rate.C) the rate of inflation.D) the rate of deflation.Answer: AAACSB: Analytical Thinking15) Assuming the same coupon rate and maturity length, the difference between the yield on a Treasury Inflation Indexed Security and the yield on a nonindexed Treasury security provides insight intoA) the nominal interest rate.B) the real interest rate.C) the nominal exchange rate.D) the expected inflation rate.Answer: DAACSB: Analytical Thinking16) Assuming the same coupon rate and maturity length, when the interest rate on a Treasury Inflation Indexed Security is 3 percent, and the yield on a nonindexed Treasury bond is 8 percent, the expected rate of inflation isA) 3 percent.B) 5 percent.C) 8 percent.D) 11 percent.Answer: BAACSB: Analytical Thinking17) Would it make sense to buy a house when mortgage rates are 14% and expected inflation is 15%? Explain your answer.Answer: Even though the nominal rate for the mortgage appears high, the real cost of borrowing the funds is -1%. Yes, under this circumstance it would be reasonable to make this purchase. AACSB: Reflective Thinking4.4 Web Appendix: Measuring Interest-Rate Risk: Duration1) Duration isA) an asset's term to maturity.B) the time until the next interest payment for a coupon bond.C) the average lifetime of a debt security's stream of payments.D) the time between interest payments for a coupon bond.Answer: CAACSB: Application of Knowledge2) Comparing a discount bond and a coupon bond with the same maturityA) the coupon bond has the greater effective maturity.B) the discount bond has the greater effective maturity.C) the effective maturity cannot be calculated for a coupon bond.D) the effective maturity cannot be calculated for a discount bond.Answer: BAACSB: Reflective Thinking3) The duration of a coupon bond increasesA) the longer is the bond's term to maturity.B) when interest rates increase.C) the higher the coupon rate on the bond.D) the higher the bond price.Answer: AAACSB: Reflective Thinking4) All else equal, when interest rates ________, the duration of a coupon bond ________.A) rise; fallsB) rise; increasesC) falls; fallsD) falls; does not changeAnswer: AAACSB: Reflective Thinking5) All else equal, the ________ the coupon rate on a bond, the ________ the bond's duration.A) higher; longerB) higher; shorterC) lower; shorterD) greater; longerAnswer: BAACSB: Reflective Thinking。
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图4-45
4.5.1 Static Hazards(6)
静态0险象的基本电 静态 险象的基本电 路如图所示: 路如图所示: F=A•A’ 静态0险象只出现 静态 险象只出现 在“或-与”电路中。 与 电路中。
A F
4.5.2 Finding Static Hazards Using Maps
4.5.2 Finding Static Hazards Using Maps(利用卡诺图判 利用卡诺图判 别静态险象) 别静态险象 A Karnaugh map can be used to detect static hazards in a two-level sum-of-products or product-of-sums circuit. The existence or nonexistence of static hazards depends on the circuit design for a logic function. A properly designed two-level sum-of-products (AND-OR) circuit has no static-0 hazards. A static-0 hazard would exist in such a circuit only if both a variable and its complement were connected to the same AND gate, which would be silly. However, the circuit may have static-1 hazards. Their existence can be predicted from a Karnaugh map when the product terms corresponding to the AND gates in the circuit are circled.
4.5 Timing Hazards
4.5 Timing Hazards(险象 险象) 险象
The analysis methods that we developed in Section 4.2 ignore circuit delay and predict only the steadystate behavior(稳态特性) of combinational logic circuits. That is, they predict a circuit's output as a function of its inputs under the assumption that the inputs have been stable for a long time, relative to the delays in the circuit's electronics. However, we showed in Section 3.6 that the actual delay from an input change to the corresponding output change in a real logic circuit is nonzero and depends on many factors.
4.5 Timing Hazards(2)
Because of circuit delays, the transient behavior(瞬态 特性) of a logic circuit may differ from what is predicted by a steady-state analysis. In particular, a circuit’s output may produce a short pulse, often called a glitch (尖脉冲), at a time when steady-state analysis predicts that the output should not change. A hazard is said to exist when a circuit has the possibility of producing such a glitch. Whether or not the glitch actually occurs depends on the exact delays and other electrical characteristics of the circuit. Since such parameters are difficult to control in production circuits, a logic designer must be prepared to eliminate(消除 hazards 消除) 消除 (the possibility of a glitch) even though a glitch may occur only under a worst-case combination of logical and electrical conditions.
4.5.2 Finding Static Hazards (2)
险象的判别方法有卡诺图法和逻辑表达式法二种。 险象的判别方法有卡诺图法和逻辑表达式法二种。 1.卡诺图判别法 卡诺图判别法 F=XY’Z’+W’Z+WY F=XZ’+YZ WX
XY Z Z YZ X W
1 1 1 1
Y
1 1 1 1 Z 1 1 1 1 Y 1 1
4.5.1 Static Hazards(5)
An OR-AND circuit with four static-0 hazards is shown in Figure 4-45(a). One of the hazards occurs when W,X,Y = 000 and Z is changed, as shown in (b). You should be able to find the other three hazards and eliminate all of them after studying the next subsection.
4.5.1 Static Hazardnsider the logic circuit in Figure 4- 44(a). Suppose that X and Y are both I and that Z is changing from 1 to 0. Then (b) shows the timing diagram, assuming that the propagation delay(传输延迟 through each gate 传输延迟) 传输延迟 or inverter is one unit time. Even though "static" analysis predicts that the output is 1 for both input combinations X,Y,Z = 111 and X,Y,Z = 110, the timing diagram shows that F goes to 0 for one unit time during a 1-0 transition on Z, because of the delay in the inverter that generates Z'.
Figure 4-44
图4-44
4.5.1 Static Hazards(3)
静态1险象的基本电 静态 险象的基本电 A 路及时序如图所示: 路及时序如图所示: F=A+A’ A 静态1险象只出现 静态 险象只出现 在“与-或”电路中。 或 电路中。
F F
A' ∆t
4.5.1 Static Hazards(4)
可见: 的变化会使电路产生险象。 变化时 可见:当B=C=1时,A的变化会使电路产生险象。C变化时 时 的变化会使电路产生险象 不会产生险象。 不会产生险象。
险象的消除
例1:F=X٠Z'+YZ : 当X=1且Y=1,而Z由1→0时,时会产生险象。 且 , 由 时 时会产生险象。
XY X' X 00 01 11 10 Z 1 1 Z' 0 1 1 Z 1 Y' Y Y'
YZ XZ'
为了避免静态1险象,F中必 为了避免静态 险象, 中必 险象 须添加冗余项XY。 须添加冗余项 。 F=XZ'+YZ+XY 当X=1且Y=1时,XY为1,因 且 时 为 , 此F=1,就不会有静态 险象 ,就不会有静态1险象 了。