Chapter Six American Values

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英美文化口语考试话题

英美文化口语考试话题

Chapter One: Understanding the Culture of the United States1. Who established the dominant American culture?Immigrants, most immigrants were from northern Europe, and the majority were from England. Their values and traditions became the dominant, traditional culture of the United States.Chapter Two: Traditional American Values and Beliefs2. What are the six traditional American values and beliefs?Individual freedom and self-reliance,equality of opportunity and competition,material wealth and hard work。

Chapter Three: The American Religious Heritage3. What is the most important heritage of Protestantism in the United States?Self-improvement(p54)。

Material success,hard work。

Self-discipline。

Volunteerism and humanitarianism(人道主义)Chapter Three: The American Religious Heritage4. What is the “Protestant work ethic” according to our textbook?The belief in hard work and self-discipline in pursuit of material gain and other goals is often referred to as …the Protestant work ethic‟.(p55 13)Chapter Four: The Frontier Heritage5. What does "frontier" refer to in American history?American macho heroes. Inventiveness and the can-do spirit.Chapter Four: The Frontier Heritage6. What are the two new values derived from the American frontier?Inventiveness and the can-do spirit. (p77)Chapter Four: The Frontier Heritage7. Why did the sale of guns rise after 9/11?How Americans reacted to 911 reveals another legacy of the frontier: Americans‟ willingness to take the law into their own hands to protect themselves and their families. This tendency usually appears when Americans believe the police cannot adequately protect them.Chapter Six: The World of American Business8. Which values are reinforced(加强) in the American business?Individual freedom, equality of opportunity, and hard work.Chapter Seven: Government and Politics in the United States9. What are the three branches of the American government? What are their powers respectively?(p142)Congress is the legislative or lawmaking branch of the government.The president, or chief executive, heads the executive branch, which has responsibility to carry out the laws.The Supreme Court and lower national courts make up the judicial branch. The judicial branch settles disputes about the exact meaning of the law through court cases.Chapter Nine: Education in the United States10. Could you explain the sentence “American universities look for well-rounded students when they admit”?(p195)Grades in high school courses and scores on tests like the sat are very important, but so are the students‟extracurricular activities. It is by participating in these activities that students demonstrate their special talents, their level of maturity and responsibility, their leadership qualities, and their ability to get along with others.。

大学英语听力第6册全书答案

大学英语听力第6册全书答案
P36. 1b 2d 3d P36 1b2c3c
P37. 1) had died 2) exercise 3) possible 4) preferable 5) lifestyle factors 6) preventable
7) cure 8) prevented 9)taking pills 10) cured 11) treatable 12) drunk driving
批注本地保存成功开通会员云端永久保存去开通
Units 1—10Book 6
Unit 1 An Investigation:
Ps 2 -3 Ex. I 1d2c3b 4b5c
P3 Ex. II.
Man Robber
Woman robber
Height
six foot one
around five four
2) A luxury two-bedroom apartment costs $4,000 amonth.
3) A CD costs $24.83.
2.London,Seoul, Hong Kong,Geneva,Osaka…
3.Beijingtool the 20thplace; Shanghai the 26thplace.
c. They don’t want the tippee to think they’re cheapskates and they don’t want to look as though they’re form out of town by tipping too much.
2. Bernard Shaw received a terrible service. The waiter ignored the great playwright and mixed up his orders. On top of all this, he was rude. After paying the check Shaw looked at the waiter in the eye, dropped a fifty-dollar bill on the table and said, “This is what I tip for bad service.”

从优秀到卓越.未删节版].Good.To.Great.-.Jim.Collins

从优秀到卓越.未删节版].Good.To.Great.-.Jim.Collins

Good to Great “Why Some Companies Make the Leap... and Others Don’t"Harper Business, 2001, New York, NY.Review By-Swarup BoseTable of ContentsAbout the Author (3)Thesis (3)Chapter 1. Good is the Enemy of Great (4)Chapter 2.Level 5 Leadership (5)Chapter 3. First Who....Then what.. (6)Chapter 4. Confront the brutal facts (7)Chapter 5. Hedgehog Concept (9)Chapter 6. Cultural Discipline (10)Chapter 7. Technological Accelerators (11)Chapter 8. The Flywheel And the Doom Loop (12)Chapter 9. From Good To great To built to Last (14)Learnings from Good to great (15)Critique (16).About the Author :Jim Collins is a student and teacher of enduring great companies -- how they grow, how theyattain superior performance, and how good companies can become great companies. Havinginvested over a decade of research into the topic, Jim has co-authored three books, including theclassic Built to Last, a fixture on the Business Week bestseller list for s eliminated wastefulluxuries, like executive dining rooms, corporate jets, lavish vaca tion spots, etc., for the good ofthe co mpany - to other people, external factors, and good luck. All 11 of the featured companieshad this type of leadership, charactmulti-year research projects and works with executives fromthe private, public, and social sectors.Jim has served as a teacher to senior executives and CEOs at corporations that include: StarbucksCoffee, Merck, Patagonia, American General, W.L. Gore, and hundreds more. He has alsoworked with the non-corporate sector such as the Leadership Network of Churches, JohnsHopkins Medical School, the Boys & Girls Clubs of America and The Peter F. DruckerFoundation for Non-Profit Management. Jim invests a significant portion of his energy in large-scale research projects -- often five or moreyears in duration -- to develop fundamental insights and then translate those findings into books,articles and lectures. He uses his management laboratory to work directly with executives and todevelop practical tools for applying the concepts that flow from his research.In addition, Jim is an avid rock climber and has made free ascents of the West Face of El Capitanand the East Face of Washington Column in Yosemite Valley.Thesis :Collins and his team identified 11 companies that followed a pattern of "fifteen-year cumulativestock returns at or below the general stock market, punctuated by a transition point, thencumulative returns at least three times the market over the next fifteen years." Public companieswere selected because of the availability of comparable data. Fifteen-year segments were selectedto weed out the one-hit wonders and luck breaks. While these selection criteria exclude "neweconomy" companies, Collins contends that there is nothing new about the new economy, citingearlier technology innovations of electricity, the telephone, and the transistor.Having identified the companies that made the leap from Good To Great, Collins and his team setout to examine the transition point. What characteristics did the Good To Great companies havethat their industry counterparts did not? What didn't the Good To Great companies have?Collins maps out three stages, each with two key concepts. These six concepts are the heart ofGood To Great and he devotes a chapter to explaining each of them.• Level 5 Leadership• First Who... Then What• Confront the Brutal Facts• The Hedgehog Concept• A Culture of Discipline• Technology AcceleratorsCollins characterizes the Level 5 leader, as "a paradoxical blend of personal humility and professional will." The Level 5 leader is not the "corporate savior" or "turnaround expert". Mostof the CEOs of the Good To Great companies as they made the transition were company insiders.They were more concerned about what they could "build, create and contribute" than what theycould "get - fame, fortune, adulation, power, whatever". No Ken Lay of Enron or Al Dunlap ofScott Paper, the larger-than-life CEO, led a Good To Great company. This kind of executive is "concerned more with their own reputation for personal greatness" than they are with "setting the company up for success in the next generation".In this book, Jim Collins also challenges the notion that "people are your most important asset"and postulates instead that "the right people are." I don't know that I yet completely agree with his philosophy that it's more important to get the right people on the bus and then see where it goesthan it is to figure out where to go and get the right people on the bus who can get you there. However, he makes his point clearly and you can decide if you agree with him.This nearly 300-page book is packed with leading edge thinking, clear examples, and data to support the conclusions. It is a challenge to all business leaders to exhibit the discipline requiredto move their companies from Good To Great.Chapter 1: Good is the Enemy of GreatCollins and his assembled crew started their research using the companies that rank in the top 500in total annual sales. Then, by analyzing the returns they narrowed down the list to companiesthat experienced mediocrity for a period of time, but then changed course for the better and outperformed not just other companies in the same industry, but the overall market by several times. Other factors were also considered, until they finally had the list narrowed down to eleven “superstar” corporations: Abbott, Circuit City, Fannie Mae, Gillette, Kimberly- Clark, Kroger, Nucor, Phillip Morris, Pitney Bowes, Walgreens, and Wells Fargo. He then explored what goesinto a company’s transformation from mediocre to excellent. Based on hard evidence and volumes of data, the book author (Jim Collins) and his team uncovered timeless principles on how the good-to-great companies like produced sustained greatresults and achieved enduring greatness, evolving into companies that were indeed ‘Built to Last’.Good to Great is centers on a comparative analysis of eleven companies. Collins selects once-dull organizations, such as Kimberley Clark and Gillette that subsequently outperformed.The usual fault of such manuals is their obvious prescriptions. Of course successful firms keptclose to their customers and motivated employees. But unsuccessful firms didn’t fail because they rejected these objectives. They failed because they couldn’t achieve them. Collins penetrates these banalities because he questions the congratulatory self-description of winning businesses. For example, most of his eleven companies didn’t have visionary CEOs determined to turn the business round Few were aiming at the cover page of Fortune, most were consensus builders from inside the organization. Collins' research says the CEO's at the time companies become great aren't egotistical business leaders. Rather, they tend to be reserved people who channel their ego into building their companies. Collins is a little vague on exactly how you get other employees and key players tochannel their egos into building the company. The hope is that, if you select the right people, they'll do what's best for the company rather than for themselves.Finding something you can be passionate about is the other key. And, all employees must be passionate about the endeavor. Because most employees won't get jazzed about making the CEO and shareholders wealthy, a company should have a purpose beyond just making money. Collins says a company should have 'core values.'Collins says it doesn't matter what these 'core values' are, just that they exist. He says Philip Morris is happy to provide the strongest brand recognition of 'sinful' products. Maybe, they're rebelling against political correctness, or health, or whatever. If it works for them, it's cool. Fannie Mae, on the other hand, prides itself on providing mortgages to new, less-affluent homeowners and helping people buy homes. That sounds good, and is probably true, but it reads a little bit like a publicity statement.Chapter 2: Level 5 Leadership In this chapter Collins describes what he refers to as “level 5” leadership as explained in the table below. Every good-to-great company had “Level 5” leadership during pivotal transition years, where Level 1 is a Highly Capable Individual, Level 2 is a Contributing Team Member, Level 3 is the Competent Manager, Level 4 is an Effective Leader, and Level 5 is the Executive who builds enduring greatness through a paradoxical blend of personal humility and professional will. Level 5 leaders display a compelling modesty, are self-effacing and understated. In contrast, two thirds of the comparison companies had leaders with gargantuan personal egos that contributed to the demise or continued mediocrity of the company. Level 5 leaders are fanatically driven, infected with an incurable need to produce sustained results. They are resolved to do whatever it takes to make the company great, no matter how big or hard the decisions. One of the most damaging trends in recent history is the tendency (especially of boards of directors) to select dazzling, celebrity leaders and to de-select potential Level 5 leaders. Potential Level 5 leaders exist all around us, we just have to know what to look for. The research team was not looking for Level 5 leadership, but the data was overwhelming and convincing. The Level 5 discovery is an empirical, not ideological, finding.The 5th Level Leader – 5th Level Leaders have a combination of strong will and personal humility. The 5th Level Leader demonstrates an unwavering resolve and sets the standard for building great companies. In balance, he/she demonstrates a compelling modesty, relies on inspired standards and channels ambition into the company, and not into the self. The 5th Level Leader “looks in the mirror, not out the window” when focusing on responsibility and does just the opposite when apportioning credit for success of the company.When a leader’s energy is “in balance” they are driven neither by ego nor fear. They are moving at a speed that allows them to feel themselves, as well as those around them. They realize more than anyone else, that “the less you control, the more you can do”. Leadership greatness is about being a conduit of energy, not a single generator of it.Collins asked a critical question: Can 5th Level Leadership be taught? Well, yes and no. To the extent someone is gifted with these innate capabilities, they certainly have a head start. For any leader it is a matter of degree. It is about growing into the role of a 5th Level Leadership leader.It is interesting to note that most 5th Level Leaders did not live extravagant lifestyles. They had sound family and community relationships. They had healthy and long-term marriages. Most of them are highly spiritual people who have attributed much of their success to good-luck and God rather than personal greatness. These men and women were servant leaders, not self-serving ones.The five levels are as follows :Level 5 ExecutiveBuilds enduring greatness through a paradoxical blend of personal humility and professional will. Level 4Effective LeaderCatalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards.Level 3Competent ManagerOrganizes people and resources towards the effective and efficient pursuit of predetermined objectives.Level 2Contributing Team MemberContributes individual capabilities to the achievement of group objectives and worked effectively with others in a group setting.Level 1Highly Capable IndividualMakes productive contributions through talent, knowledge skills, and good work habits.Humility + Will = Level 5Professional Will and Personal Humility creates superb results, a clear catalyst in the transition from good to great. Demonstrates a compelling modesty, shunning public adulation; never boastful. Demonstrates an unwavering resolve to do whatever must be done to produce the best long-term results, no matter how difficult. Acts with quiet, calm determination; relies principally on inspired standards, not inspiring charisma, to motivate. Sets the standard of building an enduring great company; will settle for nothing less. Channels ambition into the company, not the self; sets up successors for even greater success in the next generation. Looks into the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck. Looks out the window, not in the mirror, to apportion credit for the success of the company - to other people, external factors, and good luck.All 11 of the featured companies had this type of leadership, characterized by a CEO who displayed determination and a strong will to be the best, yet who also showed humility. These level 5 leaders eliminated wasteful luxuries, like executive dining rooms, corporate jets, lavish vacation spots, etc., for the good of the company. Also, when asked about the success of the company, they were quick to give complete credit to the other workers in the company, rather than themselves. Yet these CEOs rose above their peers. Collins dubs them "Level 5" managers. By this definition, each was humble to a fault and hid from the limelight. At the same time, though, all of them went to extraordinary lengths to make their companies great. For Darwin E. Smith of Kimberly-Clark, that required jettisoning the core business when he sold its paper mills. For George Cain at Abbott, it meant firing his own relatives. These leaders' ambition was "first and foremost for the company," writes Collins. They were "concerned with its success, rather than their own riches and personal renown." Chapter 3: First Who ... then WhatIt deals with confronting the facts of expertise and market know- how, and then assembling together a first- class team of dedicated workers and management to achieve goals. In these “goodto great” companies, they all shared several things in common. First and foremost, they were not afraid to admit that they lacked the necessary skills to succeed in certain markets. Instead of pretending to know everything, these companies brainstormed until they had a short list of what they knew they could do better than anyone else. They didn’t bother acquiring other companies, where they had no expertise, or trying to learn new skills, or anything like that. Instead, they focused in on what they were best at, then hired individuals who were skilled in the same area and who would be most likely to work relentlessly toward a goal. Collins' point is "...not just about assembling the right team - that's nothing new. The main pointis to first get the right people on the bus (and the wrong people off the bus) before you figure out where to drive it. The second key point is the degree of sheer rigor needed in people decisions in order to take a company from good to great.". Regarding people decisions he has the following to say:1. When in doubt, don't hire - keep looking. (Corollary: A company should limit its growthbased on its ability to attract enough of the right people.)2. When you know you need to make a people change, act. (Corollary: First be sure youdon't simply have someone in the wrong seat.)3. Put your best people on your biggest opportunities, not your biggest problems.(Corollary: If you sell off your problems, don't sell off your best people.)Good-to-great leaders understand three simple truths:If you begin with the “who,” rather than the “what,” you can more easily adapt to a changing world.If you have the right people on the bus, the problem of how to motivate and manage people largely goes away.If you have the wrong people, it doesn’t matter whether you discover the right direction—you still won’t have a great company. Great vision without great people isirrelevant.Chapter 4: Confront the Brutal FactsThis chapter deals with the Stockdale Paradox .Another defiance of conventionality is encapsulated in the so-called Stockdale paradox. Admiral Stockdale survived a long period of imprisonment in Vietnam. He had determination to survive, but claimed that it was ‘the optimists’ who failed to see it through. The Stockdale paradox contrasts those who focus with determinationon a realistic objective with the fantasists whose slogan is that if you can dream it, you can do it. Retrain faith that you will prevail in the end, regardless of the difficulties and at the same time confront the most brutal facts of your current reality, whatever they might be. It says:1. Lead with questions, not answers2. Engage in dialogue and debate, not coercion.3. Conduct autopsies, without blame.4. Build red flag mechanisms that turn information into information that cannot be ignored.Next, even before they had settled on a business plan, these CEOs surrounded themselves with smart, hard-working people who were not afraid to face their shortcomings and hurdles--the "brutal facts," as Collins puts it--but who had faith they would ultimately win. After settling on a course, the companies on the list never lost sight of what they did best, and they maintained tough standards for their people. New hires either fit right in--or were quickly ejected. Then, through perseverance and the careful use of technology, the enterprises lifted off. "The process resembles relentlessly pushing a giant heavy flywheel in one direction, turn upon turn, building momentum until a point of breakthrough, and beyond," Collins concludes. Good-to-Great companies maintain unwavering faith that they can and will prevail in the end, regardless of the difficulties, and at the same time have the discipline to confront the most brutal facts of their current reality – whatever that might be.All good-to-great companies began the process of finding a path to greatness by confronting the brutal facts of their current reality. When a company starts with an honest and diligent effort to determine the truth of its situation, the right decisions often become self-evident. Good decisions are impossible without an honest confrontation of the brutal facts.Why Kroger Beat A&PThe Great Atlantic and Pacific Tea Company (also known as A&P) had the perfect business model for the first half of the twentieth century, when two world wars and an economic depression imposed frugality upon Americans: cheap, plentiful groceries sold in utilitarian stores. However, in the more affluent second half of the century, Americans began demanding bigger stores, more choices, fresh baked goods, fresh flowers, banking services and so forth. They wanted superstores that offered almost everything under one roof. To f ace the brutal facts about the mismatch between its past model and the changing world, A&P opened a new store called Golden Key, where it could experiment with new methods and models and learn what customers wanted. It sold no A&P-branded products, experimented with new departments, and began to evolve toward the more modern superstore. A&P began to discover the answer to the questions of why it was losing market share and what it could do about it. But A&P executives didn’t like the answers they got, so they closed the store, rather than diverge from their ages-old business ideas. Meanwhile, the Kroger grocery chain also conducted experiments and, by 1970, discovered the inescapable truth that the old-model grocery store was going to become extinct. Rather than ignore the brutal truth, as A&P did, the company acted on it, eliminating, changing, or replacing every single store that did not fit the new realities. It went block-by-block, city-by-city, state-by- state, until it had rebuilt its entire system. By 1999, it was the number one grocery chain in America.Let the Truth Be HeardOne of the primary tasks in taking a company from good to great is to create a culture wherein people have a tremendous opportunity to be heard and, ultimately, for the truth to be likewise heard. To accomplish this, you must engage in four basic practices:Lead with questions, not answers.Leading from good to great does not mean coming up with the answers and motivating everyone to follow your messianic vision. It means having the humility to grasp the fact that you do not yet understand enough to have the answers, and then to ask questions that will lead to the best possible insights.Engage in dialogue and debate, not coercion.All good-to-great companies have a penchant for intense debates, discussions and healthy conflict. Dialogue is not used as a sham process to let people “have their say” so they can buy into a predetermined decision; rather, it is used to engage people in the search for the best answers.Conduct autopsies, without blame.Good-to-great leaders must take an honest look at decisions his or her company makes, rather than simply assigning blame for the outcomes of those decisions. These “autopsies” go a long way toward establishing understanding and learning, creating a climate where the truth is heard.Build red flag mechanisms that turn information into information that cannot be ignored.Good-to-great companies have no better access to information than any other company; they simply give their people and customers ample opportunities to provide unfiltered information and insight that can act as an early warning for potentially deeper problems. Chapter 5 : The Hedgehog ConceptIt talks about the triumph of understanding over bravado -- requires a deep understanding of three intersecting circles translated into a simple, crystalline concept -- the hedgehog concept.and it’s the basis for much of the book. This concept involves reflecting on three important questions that all businesses should ask:1. What are you deeply passionate about?2. What drives your economic engine? and3. What you can be best in the world at ?At what you can be best in the world. This standard goes far beyond core competence — just because you possess a core competence doesn’t necessarily mean you are the best in the world at that competence. Conversely, what you can be best in the world at might not even be something in which you are currently engaged. The Hedgehog Concept is not a goal or strategy to be the best at something; it is an understanding of what you can be the best at and, almost equally important, what you cannot be the best at.What drives your economic engine? To get insight into the drivers of your economic engine, search for the one denominator (profit per x, for example, or cash flow per x) that has the single greatest impact. If you could pick one and only one ratio to systematically increase over time to make a greater impact, what would that ratio be? This denominator can be subtle, sometimes even unobvious. The key is to use the denominator to gain understanding and insight into your economic model.What you are deeply passionate about. Good-to-great companies did not pick a course of action, then encourage their people to become passionate about their direction. Rather, those companies decided to do only those things that they could get passionate about. They recognized that passion cannot be manufactured, nor can it be the end result of a motivation effort. You can only discover what ignites your passion and the passions of those around you.These three questions are placed within overlapping circles. The area where the three overlap is the area where a corporation should aim to reach, to ensure the most output and the greatest efficiency..A hedgehog concept is not a goal to be the best, a strategy to be the best, an intention to be the best, a plan to be the best. It is an understanding of what you can be the best at.If you could pick one and only one ratio - profix per x (or in the social sector, cash flow per x) - to systematically increase over time, what x would have the greatest and most sustainable impact on your economic engine?The core of the book emphasizes what Collins refers to as a 'hedgehog' strategy that is necessary to achieve greatness. Collins says great companies are like hedgehogs in that they stick to what they know and can do well. Collins says when a fox attacks a hedgehog the hedgehog curls into a prickly ball and the attacking fox must leave it alone. Then, the fox runs around and tries another point of attack and never learns. The hedgehogs only need to do one thing that works well and consistently. In short, after much research and writing, Collins finds the key to business success is functioning within the intersection of three circles. The first circle represents an endeavor atwhich your company has the potential to be the best in the world. The second circle represents what your company can feel passionate about. The third circle represents a measure of profitability that can drive your economic success. You must choose to do something that's profitable and know how to focus upon that profitability.To find the circles, Collins makes the excellent point that you must begin with the right people. Collins emphasizes that the people must come before you decide exactly how your company will achieve success. We learn that in great companies there is often heated debate about what's best for the company. The culture of great companies is open in the sense that the truth will be heard. That's very different from debating for the sake of protecting private turf and self-aggrandizement.Chapter 6 : Cultural DisciplineThis chapter deals with the importance of discipline. It talks about building a culture full of self-disciplined people who take disciplined action, fanatically consistent with the three circles, the hedgehog concept. freedom and responsibility within a framework -- build a consistent system with clear constraints, but give people freedom and responsibility within the framework of that system. It advises to hire self-disciplined people who don't need to be managed, and to manage the system, not the people.Discipline means fanatical adherence to the Hedgehog Concept and the willingness to shun opportunities that fall outside the three circles. The findings here might surprise some people. First of all, the management teams of the best companies are not strict disciplinarians. Discipline is stressed, but it comes from hiring employees who are already disciplined and ready to motivate themselves to achieve. Bureaucratic culture arises to compensate for incompetence and lack of discipline, which arise from having the wrong people on the bug in the first placeHaving a disciplined culture is the opposite of having a controlled one. There is no need for hierarchy, bureaucracy, or excessive control. Sustained great results depend upon building a culture full of self-disciplined people who take disciplined action fanatically consistent with the three circles of the Hedgehog Concept. This is in contrast to the typical ways in which many companies (particularly start-ups) conduct themselves when responding to growth and success. As these companies grow, they tend to sacrifice the creativity, energy and vision that made them successful in favor of hierarchical, bureaucratic structures and strictures — thus killing the entrepreneurial spirit as they create order. Exciting companies thus transform themselves into ordinary companies, and mediocrity begins to grow in earnest. Indeed, bureaucratic cultures arise to compensate for incompetence and lack of discipline, which arise from having the wrong people on the bus in the first place. Most companies build their bureaucratic rules to man-age a small percentage of the wrong people, which in turn drives away the right people. This self-perpetuating problem can be avoided by creating a culture of discipline.Action StepsTo create a culture of discipline, you must:Build a culture around the idea of freedom and responsibility, within a framework.Good-to-great companies built a consistent system with clear constraints, but they also gave people freedom and responsibility within the framework of that system. They hired self-disciplined people who didn’t need to be managed, and then managed the system, not the people. They also had the discipline of thought, to confront the brutal facts of reality and still maintain faith that they were on the track to greatness. Finally, they took disciplined actions that kept them on that track.。

chapter 6贸易术语

chapter 6贸易术语


For example , with CIF, if the cargo lost at sea, which party has the insurable interest? p122

Answer : the importer ,because the point the risk shifts is on board the ship at the named port of loading, as such the insurable interest transfers from the exporter to the importer at the time the goods pass over the ship's rail.
Chapter Six
Cargo Insurance
Cargo movement Water damage Overboard losses WHY NEED INSURANCE Jettison 投弃货物 Fire Sinking Perils of the sea Stranding 搁浅 海上风险 Theft Piracy 海盗 Natural calamities自然灾害 Risks Political factors 风险
The indemnity principle损害补偿原则
Contract of insurance is to restores a person who suffered a loss into the same position as he was in before the loss occurred.
The insurable interest principle
ntract is legally binding only if insured has interest in subject matter of insurance and that interest is insurable. An insurance policy 保单without insurable interest is invalid In cargo insurance , the interest passes with the documents. we know who has an interest in the cargo at any particular point of time according to the terms of sale (the incoterm we use)

期权期货与其他衍生产品第九版课后习题与答案Chapter(.

期权期货与其他衍生产品第九版课后习题与答案Chapter(.

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学生版 Ch06 values, attitudes and job satisfaction(下)

学生版 Ch06 values, attitudes and job satisfaction(下)
3–11
No individual can completely avoid dissonance. 任何人都不能完全避免失调. 任何人都不能完全避免失调. Desire to reduce dissonance
–1) Importance of elements creating dissonance
Change behavior (stop polluting the river) 停止污染河流) 改变行为 (停止污染河流 停止污染河流
Solving paths
Reduce dissonance (as a corporate decision maker, behavior should be in the best interest of organization) 作为公司经理, 降低失调 (作为公司经理 其行为应与组织利益一致 作为公司经理 其行为应与组织利益一致)
Individuals will seek a stable state in which there is a minimum of dissonance. 个体会寻求一种状态, 在其 中只有最低程度的失调.
Cognitive Dissonance
Any incompatibility between two or more attitudes or between behavior and attitudes. 认知失调 两个或多个态度间的不协调,或者行为和态度间的不协调。
3–5
Attitudes and Consistency
People seek consistency among their attitudes between their attitudes and behavior. 人们会追寻在他们态度之间和态度与行为之间的一致性. 人们会追寻在他们态度之间和态度与行为之间的一致性

___American___Education1

___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.。

汉英翻译(chapter six)

汉英翻译(chapter six)
第六章 科技文本翻译
科技文本分类
一是科技著述,科技论文和报告,实验报告和方 案; 二是各类科技情报和文字资料; 三是科技实用手段,包括仪器、仪表、机械、工 具等的结构描述和操作说明; 四是有关科技问题的会谈、会议、交谈的用语; 五是有关科技的影片、录像等有声资料的解说词; 六是科技发明、发现的报道; 七是科学幻想小说。
琼州学院外国语学院
8
后缀“-logy”

biology (生物学) ecology (生态学) translatology(翻译学) psychology (心理学) anthropology (人类学)
后缀“-ics”

physics (物理学) electronics (电子学) cybernetics (控制论) phonetics (语音学) genetics (遗传学) economics (经济学)
琼州学院外国语学院 2
一、科技英语文本的特点
科技英语是随着科学技术的产生、发展而出现、发展的,并且 逐步地引起科学界和语言学界的关注和重视。现在全世界有许 多国家设有科技英语研究中心,专门从事科技英语语言的研究。 科技英语虽已发展成为一门独立的文本而为人们所研究,但在 语言本质上,即构成语言的三大要素 ____ 语音、词汇和语法, 与普通英语没有区别。在语音上,科技英语和普通英语共有一 个语音系统;在词汇上,科技英语中虽有大量专业技术词汇和 术语,但其基本词汇都是普通英语中固有的,一般的科技书刊 中出现的绝大部分词汇都是普通词汇(通常称为半科技词汇)。 即使在科技性极强的科技文章里,普通词汇的使用率也远远超 过专业词汇。此外,许多专业词多来源于普通词,虽被赋予新 义,但仍能看出与基本词义间相互的关系。

语域理论视域下《干校六记》两个英译本对比分析

语域理论视域下《干校六记》两个英译本对比分析

摘要《干校六记》是由中国著名散文家、剧作家和翻译家杨绛所写的一部以文化大革命为背景的回忆性散文集。

这本书主要记述了杨绛及其丈夫钱钟书去干校接受劳动改造时的所见所闻,所感所悟,给人们了解文化大革命这一历史以及在这一历史阶段下知识分子的生活状况和精神世界提供了一份真实有效的参考资料。

无论是其艺术表现,还是其忠实于“文化大革命”这段历史的内容,都有很大的研究价值。

《干校六记》一经发表,陆续被翻译成日语、英语和法语版本,在文学界引起广泛关注。

其中英语版本有三个。

基于译者的不同国籍、语言和文化背景,本文选取葛浩文和章楚的英译本来进行对比研究。

两位译者都有着丰富的翻译经验。

前者是专门研究汉语文化且多年来一直致力于中国文学英译的翻译家,后者是多年从事联合国公文翻译的中国译员。

两译者对原文风格的理解与诠释不甚相同。

两个英译本体现了《干校六记》中描写的这段文革历史是如何在译者的笔下向西方传播的。

本研究将在语域理论的指导下进行。

语域理论是系统功能语言学的基础理论之一。

语域指的是由语场、语旨和语式三个情景语境变量决定的语言变异。

情景语境三要素则分别体现为语言语义层的经验功能、人际功能和语篇功能。

相应地,这些功能又分别体现为词汇语法层的及物性、语气和主位等系统和结构。

本文在语域理论的框架下对《干校六记》的葛浩文译本和章楚译本进行对比分析,目的并非是比较两个译本的优劣,而是探讨从语域视角看,两个译本各有何特点,哪一个译本更大程度的实现了与原文的语域对等。

通过定性和定量相结合的研究方法对原文和两个英译本的概念功能、人际功能和语篇功能的分析发现,葛浩文译本在语域的三个情景变量——语场、语旨、语式的表达上都更加贴近原文。

而章楚译本也在一定程度上与原文语域相符,但相比之下,葛浩文译本略胜一筹。

关键词:语域理论,话语范围,话语方式,话语基调,三大元功能CONTENTS原创性声明 (ii)DECLARATION (iii)ACKNOWLEDGEMENTS (iv)ABSTRACT (v)摘要 (vii)CONTENTS (viii)Chapter One INTRODUCTION (1)1.1Research Background (1)1.2Research Objective (3)1.3Research Methodology (3)1.4Research Significance (4)1.5The Layout of the Thesis (4)Chapter Two LITERATURE REVIEW (6)2.1Previous Studies on Translation Based on Register Theory (6)2.1.1Previous studies on translation based on register theory abroad (6)2.1.2Previous studies on translation based on register theory at home (7)2.2Previous Studies on Gan Xiao Liu Ji and Its English Versions (10)2.2.1Previous studies on Gan Xiao Liu Ji and its English versions abroad (10)2.2.2Previous studies on Gan Xiao Liu Ji and its English versions at home (10)Chapter Three THEORETICAL FRAMEWORK (13)3.1Brief Introduction to Register Theory (13)3.2The Relations between Meta-functions of Language and Register Parameters.143.2.1Field and experiential function (14)3.2.2Tenor and interpersonal function (16)3.2.3Mode and textual function (18)Chapter Four A COMPARATIVE STUDY OF THE TWO ENGLISH VERSIONS OF GAN XIAO LIU JI FROM THE PERSPECTIVE OF REGISTER THEORY..214.1The Analysis of Field (21)4.1.1Lexical choice (22)4.1.2Transitivity analysis of the source text and the target texts (28)4.2The Analysis of Tenor (39)4.2.1Mood system (40)4.2.2Modality system (46)4.3The Analysis of Mode (55)4.3.1Thematic and information structure (55)4.3.2Cohesion system (64)Chapter Five CONCLUSION (72)5.1Major Findings (72)5.2Limitations (77)REFERENCES (78)Chapter OneINTRODUCTION1.1Research BackgroundGan Xiao Liu Ji is written by Yang Jiang who is an outstanding writer, playwright and translator in China,after her return from the cadre school to Beijing. Gan Xiao Liu Ji is composed of six chapters which records that Yang Jiang and her husband Qian Zhongshu were forced to devolve to the cadre school from November 1969to March1972.In the Cultural Revolution,the cadre school(that is,the“May7”cadre school)is nominally a cadre school with labor and study as its main task,but in fact,it is a reform-through-labor farm that punishes revolutionary cadres and persecutes intellectuals.This event itself belongs to the absurd life in turbulent times, which contains the destruction and torture of cadres and intellectuals from the body to the spirit by far-left politics.However,the work does not straightforwardly describe the main content of life in the cadre school——to carry out endless political movements and struggles but takes the initiative to get away from political events, describing the trifles of life,comradeship and spousal love.Gan Xiao Liu Ji was serialized in China-Hong Kong Wide Angle magazine in1981,a single edition was published by SDX Joint Publishing Company in July of the same year.Soon after the publication of Gan Xiao Liu Ji,it was translated into Japanese by Japanese sinologist Nakajima,published by installments in Water Yan magazine in Japan in1982,and published in separate booklets.The three English versions were respectively translated by American sinologist Howard Goldblatt,Chinese scholar Djang Chu who was living in the United States and Australian scholar Geremie Barme.And the two French versions were published in Paris.In The History of Contemporary Chinese Literature,Hong Zicheng made comments on Gan Xiao Liu Ji,“Yang Jiang’s words are simple and implicit.Her tone is gentle.And She keeps a moderate distance to historical events and makes a calm examination of them.She focuses on the episodes of the events of the great age.In the account of her own experiences and feelings,shecan also see the times.”Gan Xiao Liu Ji is regarded as one of the most remarkable proses which describe the Cultural Revolution artistically.Based on the translators’different nationalities and linguistic backgrounds,this thesis makes a comparative study of two English versions of Howard Goldblatt and Djang Chu.Both Howard Goldblatt and Djang Chu have rich experience in translation.While the former is a translator of Chinese literature with high status in the world,the latter is a Chinese translator who has been working in the United Nations for many years.Howard Goldblatt’s English version was evaluated as“the most prominent English translation of Chinese literature in the20th century”by the Times Literary Supplement.The two translators Howard Goldblatt and Djang Chu represent the East and the West cultures.There are many differences in their educational backgrounds,views and values,their translation motivations and translation strategies so that the styles of their English versions of Gan Xiao Liu Ji are distinct.But each has its own virtues.It should be more appropriate to use these two English versions of Gan Xiao Liu Ji to examine the translation events from the perspective of the register theory.Register theory originates from Malinowski’s thought of ter,Halliday, the founder of Systemic Functional Linguistics,put forward his thoughts of context and register,and incorporated register analysis into the theoretical system of the Systemic Functional Linguistics.Register refers to language variation determined by three situational context variables:field of discourse,tenor of discourse and mode of discourse,which are respectively called field,tenor and mode for short.Field refers to what happens in the world,including the topic,participant,time,place,etc.Tenor refers to the relationship between participants,including the status and role of participants.Mode refers to the role of language in communication,including communication channels(spoken/written),media,rhetorical way,etc.For the Systemic Functional Linguistics,the change of any situational factor will give rise to different language variation and different types of register.The differences between registers determine the grammatical and lexical selection.The three elements of situational context are respectively associated with three strands of meanings,or “discourse semantics”,in the text.These three strands are known as“metafunctions”,which are the experiential function,the interpersonal function and the textual function. Specifically,the discourse of field,the discourse of tenor and the discourse of mode respectively stimulate the experiential meaning,the interpersonal meaning and the textual meaning in the semantic system.In other words,the discourse of field,the discourse of tenor and the discourse of mode are realized by the experiential function, the interpersonal function and the textual function of language in the discourse, respectively.Correspondingly,these three functions are embodied in the system and structure of the lexico-grammatical level,such as transitivity,mood and thematic structures(Halliday,1985,1994).1.2Research ObjectiveThe purpose of this thesis is not to find out the pros and cons of the two English versions,but to explore the characteristics of the two versions from the perspective of register and which version achieves register equivalence to a greater extent. Meanwhile,this thesis discusses the contents and methods of register analysis, specifically,from the perspective of the Systemic Functional Linguistics,which discusses the method of register analysis of the English translation of Gan Xiao Liu Ji, as well as the direction and standard of evaluation of the translation.1.3Research MethodologyThe analytical method used in this study is a combination of quantitative analysis and qualitative analysis.First of all,the lexico-grammatical analysis of the source text and the two target texts is carried out,that is,the functional grammatical analysis is carried out in the unit of clauses at the semantic layer.Through the analysis of the transitivity system,mood system and modality system,theme system and information system of the source text and the target texts,it will be clear that what forms of expression are chosen and what meanings are expressed in the three texts,that is, experiential meaning,interpersonal meaning and textual meaning.And then to compare the meanings conveyed by the three texts can reveal whether the two target texts are“equivalent”or“deviated”from the source text.Then based on the analysis of experiential meaning,interpersonal meaning and textual meaning of the source text and the two translated texts,the thesis will analyze the situational context of the three texts,that is,field of discourse,tenor of discourse and mode of discourse.In other words,the content,the participants and their relationships which are expressed in the text outside the language,and the linguistic medium,channel,rhetorical devices in which the original author chooses to express social meaning in the communication are analyzed.Finally,according to the analysis of the register of the source text and the two target texts,and the final judgment is made on whether the register of the two translated texts are equivalent to that of the source text or not.1.4Research SignificanceIn this study,the Systemic Functional Linguistics is used to study translation practice.The purpose of this study is to compare and analyze the English versions of Howard Goldblatt and Djang Chu from the perspective of the register theory,and to obtain the register analysis methods of translation studies including Gan Xiao Liu Ji, and to evaluate the criteria and principles of the translation.In practice,this thesis has reference significance for translation practice,discourse analyses and translation studies related to Gan Xiao Liu Ji.In general,the register theory links the context and the various levels of the language system,which is conducive to comprehensively interpreting the circular process between the context and the language in the process of translation.Register theory provides a theoretical platform for comparison between the source text and the source context,the target text and the target context of Gan Xiao Liu Ji.1.5The Layout of the ThesisAccording to the nature and content of the study,this thesis is divided into five parts.Chapter one is a brief introduction to the background,object,significance and framework of the study.Chapter two is a literature review,summarizing the previous studies on theregister theory,translation practice based on the register theory,as well as the source text and two English versions of Gan Xiao Liu Ji.Chapter three is the theoretical framework on which this research relies,that is, the description of the register theory.Chapter four is of great significance in the thesis,which is the author’s comparative analysis of the two English versions of the Gan Xiao Liu Ji using the combination of qualitative analysis and quantitative analysis under the register theory.Chapter five is the conclusion made from the above analysis and the limitations of this study.Chapter TwoLITERATURE REVIEW2.1Previous Studies on Translation Based on Register TheoryThis part focuses on the studies at home and abroad of register theory and the combination of register theory and translation practice.2.1.1Previous studies on translation based on register theory abroadThere are many scholars studying translation from the perspective of register analysis abroad.Catford(1965)tried to establish a new theory of translation by analyzing the discourse involved in translation based on Halliday’s theory of Scale and Category Grammar.He also discussed the language variants in translation and introduced dialect,register,language type and way of language,and then put forward the concept of translation shift and classified the shift in translation.Ure(1971) initially defined the concept of the register from the perspective of lexical grammar, trying to distinguish the categories of register according to lexical categories.As far as Gregory(1988)concerned,in the translation studies,the research of the translatability can not leave the register equivalence alone.From the perspective of language use, Bell(1991)analyzed the three elements of the discourse:field,tenor and mode.He believes that social factors are closely related to the discourse,and the translator should analyze the original text based on the three parameters——field,tenor and mode before translating.As a translation theorist,Mona Baker(1992)investigated discourse analysis from a functional perspective.In her exploration of translation,she put emphasis mainly on the textual function of texts.Hatim and Mason(1990,1997) paid special attention to the meaning of context analysis.They studied the context from three aspects:communicative process,pragmatic behavior and symbolic communication.Among them,communicative process refers to the content of discourse theme,participants and their relationship,means of discourse and so on, which is actually the content of Halliday’s register analysis.House(1997,1981)putforward a systematic model of translation quality assessment based on register analysis.Steiner(1997)began to study translation from the perspective of the register in1997.Based on register analysis,Steiner(1998)explored the methods of analysis and evaluation of translation and put forward some new interpretations of some translation problems.Munday(2001)introduced and analyzed the main translation theories up to the end of the20th century.Among them,he analyzed and commented on the translation studies of House,Baker,Hatim and Mason whose studies were based on Halliday’s discourse analysis and register analysis.Matthiessen(2001) studied the translation in context,arguing that context is the greatest environment for translation and the value of the translation can be determined by using the field,the tenor and the mode.However,they only analyze the situational variables involved in the source text and lack systematic analysis of the target text.In recent years,the rise of Corpus Linguistics has provided a new tool for translation studies based on register theory. For example,Kruger(2012)focused on the register of the translated texts and found that there was relatively few register variation in the target text compared with the source text.Kreinkühle(2014)explored register shifts in scientific and technical translation.Neumann(2014)discussed the analysis of cross-linguistic register in translation studies at the theoretical and methodological level.These studies have achieved good results to a certain extent which provide a reference basis and direction for register research and make a certain contribution to the development of register theory.As for the related research of combining register theory and translation practice,it has gradually increased in recent years.However, more systematic methods that are used to analyse translation from the perspective of register theory need to be further improved,and the operational level of elaboration and examples need to be explored.2.1.2Previous studies on translation based on register theory at homeThe introduction of register theory into China was first done by Zhang Delu.He (1987)explained the status of this theory in the systemic functional grammar,thecharacteristics and functions of register.Guo(1989)also discussed the register theory in terms of the lexical level of language and language style.He introduced this theory into the Chinese to English translation and developed the application of this theory. Hu(2005)conducted the study on the equivalence of register in translation study.The equivalence in both the source and target text can be realized in both the form and content.Wu(2002)proposed how to grasp the register at the same time of “agreement”,and then achieve“fitness”in translation.Specifically,the target text is not only faithful to the content of the source text,but also faithful to the style of the source text.Tang(2002)elaborated on a combination of traditional stylistics with modern approaches to the analysis of language varieties and registers at various levels of comprehension of translation.Wang and Chai(2009)intended to integrate the concept of“register”in the Systemic Functional Linguistics into“transformation”, and put forward the concept of“register transformation”to expand the connotation of “transformation”at the level of pure language and connect the study of culture, context and text in the analysis of corresponding texts.Wang(2009)put forward the concepts of semantic drift and intertextual interference and analyzed the semantic drift and intertextual interference of polysemy.By comparing the Olympic slogan of China,the slogan of Asian Games in China and the slogan of Asian Games in Korea, Wang discussed how to evaluate the risk of translation choices in the context of semantic evolution to avoid possible negative intertextuality.Cao(2007)believes that in the process of translation,the translator’s grasp of the register of the original text helps the translator to understand the stylistic characteristics of the original text,so it is necessary to rebuild the register of the translated text corresponding to that of the original text.Then he(2016)chose specific examples in the translation of children’s literature to analyze and explore how the translator reproduces the register of the original text and what the suppositional social role of the translator acts in the context of the target text.While agreeing with Halliday’s thought of register,Gao(2013) found that register not only has the characteristics of situational context,but also has the characteristics of language.He(2014)applied the register analysis to the translation study and put forward the three-level model of register analysis oftranslation study.Then he(2015)proposed that the register has two sides,which provides the basis for the new concept of register reconstruction.Chen(Chen,Wang, &Zhang,2014)combined with the specific examples of Yang Xianyi’s and Hawkes’translation of Hong Lou Meng,exploring the correspondence of the register(field, register,tenor)of address translation in literary works,to ensure that the target text is faithful not only to the conceptual meaning of the original address,but also to the typological meaning of the potential structure of the text determined by the functional domain,in order to achieve its communicative and rhetorical functions.Liu(2016) compared the register space of English and Chinese with a qualitative method, concluding that the register level of Chinese is narrower than that of English.The root of the narrowing of register level in Chinese probably has a close relationship with the May4th Movement.From the perspective of register theory,Jing(Jing,&Duan,2017) discussed the equivalence of culture-loaded words in translation shift.Huang(Huang, &Sun,2017)conducted the research on the causes and methods of the register transformation in textual translation based on the register theory.And they put forward the strategy and type of three-step register transformation.Also,in recent years,many graduate students have written master’s degree theses in register and translation.These studies analyze different texts from the perspective of the register which have certain value and significance and provide different degrees of reference for further research.However,these studies are still in the introductory stage or primary stage in terms of research methods and perspectives.Most of these studies analyze different corpus based on the concept of three variables of situational context in the Systemic Functional Linguistics.The combination of register theory and analysis is not very close,that is,some analyses of translation are not built on lexical grammar which embodies the three language meta-functions,but on personal subjective impressions so that most of the analyses are interpreted at the linguistic level of words, sentences and so on.Some research is not deep and specific enough.2.2Previous Studies on Gan Xiao Liu Ji and Its English VersionsThis part combs the research thread of the source text and the two target texts of Gan Xiao Liu Ji at home and abroad.2.2.1Previous studies on Gan Xiao Liu Ji and its English versions abroadHowever,according to the literature the author holds,few scholars are studying the translating characteristics of the English versions of the Gan Xiao Liu Ji,let alone studying that from the perspective of the register.The story itself is more welcome abroad.2.2.2Previous studies on Gan Xiao Liu Ji and its English versions at homeGan Xiao Liu Ji is an outstanding work in the setting of the Cultural Revolution. It describes what the author Yang Jiang and her husband Qian Zhongshu saw,felt and realized in the special period of the Cultural Revolution,which not only shows people their difficult experiences,but also directly provides people with real and valuable materials for understanding this history.Yang Jiang has always enjoyed a high reputation in the Chinese literary world,and her literary attainments are quite high. The style of her article is unique,especially prose.Therefore,most of the domestic studies on Gan Xiao Liu Ji focus on its plain and simple writing style and its historical or cultural significance.Zhang(1994)believes that Yang Jiang’s placid narration is to convey her inner feelings and depict her painful soul with moderation.Her self-soothing and self-deprecating words express the irony of this historical event.Li (2009)combed the process of publishing Gan Xiao Liu Ji and its increasing popularity in the literary circles at home and abroad and praised Yang Jiang’s plain and simple writing style and her pure and unfiltered aesthetic realm.Wu(1991) considers that it is narrow to put Gan Xiao Liu Ji into the type of“optimism”prose because there is the protest in calmness and sympathy.Thus,the author called it “indefinite-form prose”.Wei(2012)interpreted Gan Xiao Liu Ji from Yang Jiang’s female perspective and intellectual standpoint.Under the method of10“society-literature,”Zhu(2019)tried to utilize the theory of cultural memory to show how the memory of intellectuals was edited by the literature of that period in the Gan Xiao Liu Ji.These studies are based on Yang Jiang’s writing style and the deep implication conveyed in her writing,which slightly involves in the language level,but not in-depth.Since the publication of Gan Xiao Liu Ji,it has aroused widespread concern in Chinese academic circles.However,there is not much research on the English translation of the book.Chen(2010)explored the translation strategies adopted in the three English versions to reflect the salient meaning of reduplicative words and the translation model embodied by these translation strategies.Zhang(2010)pointed out that interpretation on the part of the translators could work out well only when it complied with the intention of the source texts and the authors by quoting examples of amplification from the two English versions(respectively translated by Goldblatt and Djang Chu)of Yang Jiang’s Gan Xiao Liu Ji.Deng(2011)tried to analyze the two English versions respectively translated by Djang Chu and Geremie Barme from three aspects:the translator’s interpretation of the source text,the translator’s translation strategy and translation style,in order to explain the embodiment of the translator’s subjectivity in the target text.Xu(2016)studied the translation process of Goldblatt’s English versions of Gan Xiao Liu Ji based on83letters between Goldblatt and editors, publishers,authors,scholars and readers in the period of translating Gan Xiao Liu Ji, which were collected by the Archives of Chinese Literature Translation at the University of Oklahoma.Besides,this topic has aroused many graduate students’attention in recent years. On the basis of the German scholar Albrecht Neubert’s viewpoint on the theory of translation competence,Wu(2017)made a comparative study of two English versions of Gan Xiao Liu Ji which were respectively translated by Howard Goldblatt and Djang Chu from aesthetic,thematic,linguistic,cultural,textual and transformational aspects combined with the characteristics of the source text.Based on the theory of adaptation,Wang(2018)discussed the adaptation made in the process of translating Gan Xiao Liu Ji by Howard Goldblatt,the corresponding translation methods and thefactors that affect the author’s choice of adaptation from four aspects:contextual relationship,structural object,the dynamics of adaptation and the degree of consciousness in the process of adaptation.Han(2018),from the perspective of social semiotics,studied the difficulties encountered in the process of the translation of the language meaning,and the compensation strategy adopted by Howard Goldblatt to minimize the loss of meaning in the translation process.There are not many pieces of research on the English versions of the Gan Xiao Liu Ji in China.Moreover,the above researches on the translation phenomena in the translated texts of the Gan Xiao Liu Ji is not thorough and comprehensive,and there are few examples revealing the characteristics of the translated texts.However,the above researches are of great significance to the study of the English versions of the Gan Xiao Liu Ji,which can enlighten future scholars.The author finds that no one has studied the translated texts of the Gan Xiao Liu Ji from the perspective of the register theory of the Systemic Functional Linguistics,and the results of the comparative study of Howard Goldblatt and Djang Chu are rare.Most domestic scholars tend to study Howard Goldblat’s English translation and his translation ability and style.Chapter ThreeTHEORETICAL FRAMEWORK3.1Brief Introduction to Register TheoryThe research of register analysis originated from Malinowski’s related researches.He put forward the concept of situational context in1923,he thought that language activities of human always occur in a specific context,and the use of language should consider the context in which it is located(Malinowski,1923). However,to succeed in verbal communication,especially when communicative activities occur between people who speak different languages,the role of culture can not be ignored,so Malinowski proposed the concept of cultural context in1935 (Malinowski,1935).The initial development of register analysis benefits from Firth. He incorporated Malinowski’s thought of situational context into his linguistic theory. In his opinion,linguistics is the study of meaning of language which is the function of language in context(Firth,1935).The concept of the register was first put forward by Reid when he studied bilingual phenomena in1956(Reid,1956).In the early1960s, Halliday,the funder of the Systemic Functional Linguistics,inheriting and developing the concept of situational context raised by Malinowski and relation theory of meaning presented by Firth,held that language varies with its function,and this linguistic variant distinguished by function was register.In1964,Halliday summarized that the situational context consists of three elements or variables,namely, field of discourse,mode of discourse and style of discourse.In1978,for the sake of avoiding ambiguity,Halliday transformed“style of discourse”into“tenor of discourse”(Halliday,1978).And these three situational variables are called the field, tenor and mode for short.Meanwhile,Halliday found that these three situational variables were related to the three metafunctions of language(experiential, interpersonal and textual function).He believed that a particular register was a given type of situation,which acted on the semantic system and selected and activated a specific semantic network.The meaning potential determined by this process is the。

新英汉翻译课件教程 Chapter 6 词义的处理

新英汉翻译课件教程     Chapter 6 词义的处理

• • • •
例4:He didn’t speak (for) long. 【误】他长时间没有说话了。 【正】他说话时间不长。 【解析】英语中有些词或词组只用于肯定句,要用在否
定句,有时就成了错句,意思也发生了变化。“(for)a long time” 在否定句中改用 “for long”,如 “He stayed in the U.S.A. (for) a long time.”(他在美国呆了 很长时间。)“He didn’t stay in the U.S.A. (for )long.” (他在美国呆的时间不长。)有时“for a long time” 也 可用于否定句,但意义不同,意为 “长时间未做某事”。 如 “He didn’t speak (for) a long time.”(他长时间没 有说话了。)
6. 1. 2 词义选择,注重词性
词义选择就是用最恰当词汇表达再现原文, 这是翻译中最难掌握且十分重要、很有意义的部 分。怎样去选择词义,首先要根据其主要词性、 语法作用、词与词的搭配等来确定。 A. 动词 (Verbs) 动词意义的选择要看该动词使用的频率,程 度的大小,分量轻重,语气的强弱,词的搭配、 字面意义、比喻隐含意义等。
• 9. Everything was working very smoothly and I felt on top oபைடு நூலகம் the world. • A.一切进展顺利,我感到在世界顶端。 • B.一切进展顺利,我感到满意极了。 • 10. There is no provocation for such an angry letter. • A.没有理由写这样一封怒气冲冲的信。 • B.别写这样一封使人生气的信。 • C.不必对这样一封令人气愤的信而发火。

Chapter 6英文曼昆宏观经济学-7版-讲义PPT-Principles_of_Macroeconomics-7e

Chapter 6英文曼昆宏观经济学-7版-讲义PPT-Principles_of_Macroeconomics-7e

Chapter Six
f U=sE
Number of people finding jobs Number of people loosing jobs
Steady-state unemployment rate From an earlier equation, we known that E = L – U, that is the number of employed equals the labor force minus the number of unemployed. If we substitute (L-U) for E in the steady-state condition, we find:
8
The government causes wage rigidity when it prevents wages from falling to equilibrium levels. Many economists and policymakers believe that tax credits are better than increases in the minimum wage—if the policy goal is to increase the incomes of the working poor. The earned income tax credit is an amount that poor working families are allowed to subtract from the taxes they owe.
Chapter Six
The unemployment resulting from wage rigidity and job rationing is called structural unemployment. Workers are unemployed not because they can’t find a job that best suits their skills, but rather, at the going wage, the supply of labor exceeds the demand. These workers are simply waiting for jobs to become available.

American values

American values
American Values
content
• • • • About the author What are values? How values are formed? Contrast American values and Chinese values. • American parents & their children • Bad social morality.
About the author
•Nicoles Fox
•Biography •■An author and bookseller •■Fox's articles, essays and reviews have appeared in THE ECONOMIST, THE NEW YORK TIMES, THE WASHINGTON POST, LEAR'S, NEWSWEEK, THE BOSTON GLOBE
•kill time, bide time, waste time or even lose time
•Time Consciousness
•tangible •on time •controlled by their watches
•value innovation •value the future
• When a friend comes from afar, is that not delightful? • All men are brothers. • Do not do to others as you would not be done by. (golden rule) • Virtue is not left to stand alone. He who practices it will have neighbors. • The gentleman would help one to achieve

美国文学史Chapter 6

美国文学史Chapter 6

Naturalism
3.Naturalism: Definition: Naturalism is a critical term applied to the method of literary composition that aims at a detached, scientific objectivity in the treatment of natural man. Naturalism is the outgrowth of Realism. The difference between naturalism and realism: Realism seeks only to describe subjects as they really are, naturalism also attempts to determine "scientifically" the underlying forces (e.g. the environment or heredity) influencing the actions of its subjects. Naturalistic writers were influenced by the evolution theory of Charles Darwin.
The Call of the Wild
Chapter 3 - The Dominant Primordial Beast "The dominant primordial beast was strong in Buck, and under the fierce condition of trail life it grew and grew. Yet it was a secret growth. His newborn cunning gave him poise and control...and in the bitter hatred between him and Spitz he betrayed no impatience, shunned all offensive acts"Buck has hated Spitz because he laughed when she was being mauled to death by the other sled dogs, offering no assistance at all. Buck is also jealous that Spitz leads the sled dog team, because he wants to be the sled dog leader himself. Tensions between the two dogs continue to increase.

美国文学——dreiser

美国文学——dreiser

The book was initially rejected by many publishers on the grounds that is was "immoral". Indeed, Harper Brothers, the first publisher to see the book, rejected it by saying it was not, "sufficiently delicate to depict without offense to the reader the continued illicit relations of the heroine".
In his own life Dreiser practiced his principle that man's greatest appetite is sexual - the desire for women
Life Experience
His strength clearly ebbing, Dreiser died of heart failure on December 28, 1945, before completing the last chapter of The Stoic.
Experience
Dreiser worked for the New York World before Frank Norris, who was working for Doubleday, helped Dreiser's first novel, Sister Carrie (1900), to be published. However, the owners disapproved of the novel's subject matter (the moral corruption of the heroine, Carrie Meeber) and it was not promoted and therefore sold badly.

国际商务函电Chapter_six ppt课件

国际商务函电Chapter_six ppt课件

▪ enable sth.
使某事成为可能
Please amend the L/C immediately to enable October shipment.
请立即修改信用证以便十月装船。
➢国际商务函电 Chapter_six
4. make n. (工业)产品;制造方 法或式样
▪ Chinese makes 中国牌子的产品;中国货
• execution n 执行;履行
We believe you will do your utmost to execute our first order as it will lead to a series of transactions between us. 1) 我们认为你方会尽最大努力执行我方第一个
订货信分为: • 1.行文式:适合对单一商品的订购 • 2.列表式:适合对多种商品的订购 • 3.填写订货单 • 4. 填写购货确认书 • 订货信是对报盘信的答复,因而具备答复信的特点。
• 订单(order)是为了要求供应具体数量的货物而提 出的一种要求。它是对报盘或询盘后发出报价而 促成的结果。订单可以用信或印制好的订单、传 真或email来发送。订单的主要特点是正确和清楚。 订单或订购信函应:
1. 包含所定购货物的品质、规格、数量、价格以 及货号等
2. 说明包装方式、目的港以及装运期
3. 确认在初期洽谈时所同意的付款条件
Key Words & ➢acceptance ➢confirmation of order ➢sales contract ➢purchase contract ➢sales confirmation ➢purchase confirmation ➢sign ➢signature ➢counter-signature

美国文学英文版本6

美国文学英文版本6

Western youths were rebelling, angry and disillusioned with the savage war, the older generation they held responsible, and difficult postwar economic conditions that, ironically, allowed Americans with dollars -- like writers F. Scott Fitzgerald, Ernest Hemingway, Gertrude Stein, and Ezra Pound -- to live abroad handsomely on very little money. Intellectual currents, particularly Freudian psychology and to a lesser extent Marxism (like the earlier Darwinian theory of evolution), implied a "godless" world view and contributed to the breakdown of traditional values. Americans abroad absorbed these views and brought them back to the United States where they took root, firing the imagination of young writers and artists. William Faulkner, for example, a 20th-century American novelist, employed Freudian elements in all his works, as did virtually all serious American fiction writers after World War I.

国际贸易英文版教材

国际贸易英文版教材

作者、书名、出版社、出版年份、目录Thomas A.Pugel. International Economics(15th). Renmin University of China p ress. 2012-12CONTENTSChapter 1 International Economics Is DifferentFour ControversiesEconomics and the Nation-StateThe Scheme of This BookPART ONE THE THEORY OF INTERNATIONAL TRADEChapter 2 The Basic Theory Using Demand and SupplyFour Questions about TradeA Look AheadDemand and SupplyCase Study Trade Is ImportantGlobal Crisis The Trade Mini-Collapse of 2009Two National Markets and the Opening of TradeChapter 3 Why Everybody Trades: Comparative Advantage 33Adam Smith’s Theory of Absolute AdvantageCase Study Mercantilism: Older Than Smith—and Alive TodayRicardo’s Theory of Comparative AdvantageRicardo’s Constant Costs and the Producti on-Possibility CurveFocus on Labor Absolute Advantage Does MatterExtension What If Trade Doesn’t Balance?Chapter 4 Trade: Factor Availability and Factor Proportions Are KeyProduction with Increasing Marginal CostsCommunity Indifference CurvesProduction and Consumption TogetherFocus on China The Opening of Trade and China’s Shift Out of AgricultureThe Gains from TradeTrade Affects Production and ConsumptionWhat Determines the Trade Pattern?The Heckscher–Ohlin (H–O) TheoryChapter 5 Who Gains and Who Loses from Trade?Who Gains and Who Loses within a CountryThree Implications of the H–O TheoryExtension A Factor-Ratio ParadoxDoes Heckscher–Ohlin Explain Actual Trade Patterns?Case Study The Leontief ParadoxWhat Are the Export-Oriented and Import-Competing Factors?Focus on China China’s Exports and ImportsDo Factor Prices Equalize Internationally?Focus on Labor U.S. Jobs and Foreign Trade 86Chapter 6 Scale Economies, Imperfect Competition, and TradeScale EconomiesIntra-Industry TradeMonopolistic Competition and TradeExtension The Individual Firm in MonopolisticOligopoly and TradeExtension The Gravity Model of TradeChapter 7 Growth and TradeBalanced versus Biased GrowthGrowth in Only One FactorChanges in the Country’s Willingness to TradeCase Study The Dutch Disease and DeindustrializationEffects on the Country’s Terms of TradeTechnology and TradeFocus on Labor Trade, Technology, and U.S. WagesPART TWO TRADE POLICYChapter 8 Analysis of a TariffGlobal Governance WTO and GATT: Tariff SuccessA Preview of ConclusionsThe Effect of a Tariff on Domestic ProducersThe Effect of a Tariff on Domestic ConsumersThe Tariff as Government RevenueThe Net National Loss from a TariffExtension The Effective Rate of ProtectionCase Study They Tax Exports, TooThe Terms-of-Trade Effect and a Nationally Optimal TariffChapter 9 Nontariff Barriers to ImportsTypes of Nontariff Barriers to ImportsThe Import QuotaGlobal Governance The WTO: Beyond TariffsGlobal Crisis Dodging ProtectionismExtension A Domestic Monopoly Prefers a QuotaVoluntary Export Restraints (VERs)Other Nontariff BarriersCase Study VERs: Two ExamplesCase Study Carrots Are Fruit, Snails Are Fish, and X-Men Are Not HumansHow Big Are the Costs of Protection?International Trade DisputesFocus on China China’s First Decade in the WTOChapter 10 Arguments for and against ProtectionThe Ideal World of First BestThe Realistic World of Second BestPromoting Domestic Production or EmploymentThe Infant Industry ArgumentFocus on Labor How Much Does It Cost to Protect a Job?The Dying Industry Argument and Adjustment AssistanceThe Developing Government (Public Revenue) ArgumentOther Arguments for Protection: Non=economic ObjectivesThe Politics of Protection The Basic Elements of the Political-Economic Analysis Case Study How Sweet It Is (or Isn’t)Chapter 11 Pushing ExportsDumpingReacting to Dumping: What Should a Dumpee Think?Actual Antidumping Policies: What Is Unfair?Case Study Antidumping in ActionProposals for ReformExport SubsidiesWTO Rules on SubsidiesShould the Importing Country Impose Countervailing Duties?Case Study Agriculture Is AmazingStrategic Export Subsidies Could Be GoodGlobal Governance Dogfight at the WTOChapter 12 Trade Blocs and Trade BlocksTypes of Economic BlocsIs Trade Discrimination Good or Bad?The Basic Theory of Trade Blocs: Trade Creation and Trade DiversionOther Possible Gains from a Trade BlocThe EU ExperienceCase Study Postwar Trade Integration in EuropeNorth America Becomes a BlocTrade Blocs among Developing CountriesTrade EmbargoesChapter 13 Trade and the EnvironmentIs Free Trade Anti-Environment?Is the WTO Anti-Environment?Global Governance Dolphins, Turtles, and the WTOThe Specificity Rule AgainA Preview of Policy PrescriptionsTrade and Domestic PollutionTrans-border PollutionGlobal Environmental ChallengesChapter 14 Trade Policies for Developing CountriesWhich Trade Policy for Developing Countries?Are the Long-Run Price Trends against Primary Producers?Case Study Special Challenges of TransitionInternational Cartels to Raise Primary-Product PricesImport-Substituting Industrialization (ISI)Exports of Manufactures to Industrial CountriesChapter 15 Multinationals and Migration: International Factor MovementsForeign Direct InvestmentMultinational EnterprisesFDI: History and Current PatternsWhy Do Multinational Enterprises Exist?Taxation of Mul tinational Enterprises’ProfitsCase Study CEMEX: A Model Multinational from an Unusual PlaceMNEs and International TradeShould the Home Country Restrict FDI Outflows?Should the Host Country Restrict FDI Inflows?Focus on China China as a Host CountryMigrationHow Migration Affects Labor MarketsShould the Sending Country Restrict Emigration?Should the Receiving Country Restrict Immigration?Case Study Are Immigrants a Fiscal Burden?APPENDIXESA The Web and the Library: International Numbers and Other InformationB Deriving Production-Possibility CurvesC Offer CurvesD The Nationally Optimal Tariff周瑞琪. International Trade Practice. University of International Business and Economics press. 2011.9CONTENTSChapter One General Introduction(第一章导论)1.1 Reasons for International Trade (国际间贸易的起因)1.2 Differences between International Trade and Domestic Trade (国际贸易与国内贸易的差异)1.3 Classification of International Trade(国际贸易的分类)1.4 Export and Import Procedures(进出口贸易的程序)1.5 Overview of This Book (本书的基本内容)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Specimens(单证样本)Chapter Two International Trade Terms(第二章国际贸易术语)2.1 Three Sets of Rules (三种贸易术语的解释规则)2.2 Basics of Incoterms 2010 (2010年国际贸易术语解释通则基本概念)2.3 Application Issues(贸易术语在使用中应注意的问题)2.4 Determinants of Choice of Trade Terms (贸易术语选用的决定因素)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Chapter Three Export Price(第三章出口商品的价格)3.1 Expression of Export Price(出口价格的表达)3.2 Pricing Considerations(影响定价的因素)3.3 Calculation of Price(价格的计算)3.4 Understanding the Price(价格的评估)3.5 Communication of Price(价格的沟通)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Chapter Four Terms of Commodity(第四章商品条款)4.1 Name of Commodity (商品的名称)4.2 Specifying Quality(商品的品质)4.3 Measuring Quantity(商品的数量)4.4 Packing and Marking(商品的包装及标志)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Chapter Five Cargo Transportation(第五章国际货物运输)5.1 Ocean Transportation (海洋运输)5.2 Other Modes of Transportation (其他运输方式)5.3 Transportation Documents(运输单据)5.4 Shipment Clause in the Sales Contract(销售合同中的装运条款)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Specimens(单证样本)Chapter Six Cargo Transportation Insurance(第六章货物运输保险)6.1 Fundamental Principles of Cargo Insurance(货物保险的基本原则)6.2 Marine Risks and Losses(海上风险和损失)6.3 Coverage of Marine Cargo Insurance of CIC(我国海上货物保险范围)6.4 Coverage of Marine Cargo Insurance of ICC(协会货物保险范围)6.5 Other Types of Cargo Insurance(其他货物保险的种类)6.6 Procedures of Cargo Insurance(货物保险程序)6.7 Insurance Terms in the Sales Contract(销售合同中的保险条款)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Specimens(单证样本)Chapter Seven International Payments(第七章国际货款支付)7.1 Issues in Concern(影响支付条件的因素)7.2 Paying Instruments(支付工具)7.3 Remittance(汇付)7.4 Collection(托收)7.5 Basics of Letter of Credit(信用证基础知识)7.6 Types of Documentary Credit(跟单信用证的种类)7.7 Letter of Guarantee(L/G)(保函)7.8 Export Financing(出口融资)7.9 Payment Problems(支付中出现的问题)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Specimens(单证样本)Chapter Eight Export Documentation(第八章出口单证)8.1 Significance of Documentation(单证的重要性)8.2 Basic Requirements for Documentation(单证的基本要求)8.3 Prerequisites of Documentation(制单的依据)8.4 Export Documents(出口单证的种类)8.5 Clause Concerning Documents in the Sales Contract(销售合同中有关单证的条款)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Specimens(单证样本)Chapter Nine Inspection, Claim, Force Majeure and Arbitration(第九章商检、索赔、不可抗力和仲裁)9.1 Commodity Inspection(商品检验)9.2 Disputes and Claims(争议和索赔)9.3 Force Majeure(不可抗力)9.4 Arbitration(仲裁)Summary(总结)Key Terms(主要术语)Abbreviations(缩略语)Exercises(练习)Key to Exercises(练习答案)Glossary(词汇表)Appendix 1INCOTERMS 2010 (FOB, CFR, CIF)(附录12010年国际贸易术语解释通则(FOB,CFR,CIF))Appendix 2CISG 1980 (Part II)(附录2联合国国际货物销售合同公约1980(第二部分)) References (参考书目)帅建林. International Trade Practice. University of International Business and Economics press. 2007.9CONTENTSPart 1 OverviewChapter 1 Introduction to International TradeChapter 2 International Trade PolicyChapter 3 Trade Bloc and Trade BlockChapter 4 WTO :A Navigation GuidePart 2 Terms of International TradeChapter 5 International Trade TermsChapter Terms of CommodityChapter International Cargo TransportChapter 8 Cargo InsuranceChapter 9 Terms of PriceChapter 10 International Payment and SettlementChapter 11 Claims, Force Majeure and ArbitrationPart 3 International Trade ProcedureChapter 12 Launching a Profitable TransactionChapter 13 Business Negotiation and Establishment of ContractChapter 14 Exporting ElementsChapter 15 Importing ElementsChapter 16 DocumentationPart 4 Trade FormsChapter 17 Agency, Distribution and ConsignmentChapter 18 TendersChapter 19 Counter TradeChapter 20 Futures TradingChapter 21 E-CommerceAppendix Glossary of International Trade Terms with English-Chinese InterpretationsBibliographyPaul R.Krugman & Maurice Obstfeld. International Economics:Theory andPolicy,8E. Tsinghua University press. 2011-11Contents前言第1章绪论第1部分国际贸易理论第2章世界贸易:概览第3章劳动生产率和比较优势:李嘉图模型第4章资源、比较优势和收入分配第5章标准贸易模型第6章规模经济、不完全竞争和国际贸易第7章国际要素流动第2部分国际贸易政策第8章贸易政策工具第9章贸易政策中的政治经济学第10章发展中国家的贸易政策第11章贸易政策中的争论数学附录第4章附录要素比例模型第5章附录贸易下的世界经济第6章附录垄断竞争模模型张素芳,International trade: theory and practice. University of International Business & Economics Press, Beijing, 2010contentsSection I. International Trade Theory and PolicyCHAPTER 1.INTRODUCTION TO INTERNATIONAL TRADE1.The Reasons for International Trade1.1. Resources reasons1.2. Economic reasons1.3. Other reasons2. The Differences between International Trade and Domestic Trade'.'2.1. More plex context2.2. More difficult and risky2.3. Higher skills required3.Basic Concepts Relating to International Trade3.1. Visible trade and invisible trade3.2. Favorable balance of trade and unfavorable balance oft rade3.3. General trade system and special trade system3.4. Volume of international trade and quantum of international trade3.5. Commodity position of international trade3.6. Geographical position of international trade3.7. Degree of dependence on foreign tradeCHAPTER 2.CLASSICAL TRADE THEORIES1.Mercantilism1.1. The development of mercantilist thought1.2. The mercantilist economic system1.3. Economic policies pursued by the mercantilists1.4. Discussions2.David Hume's Challenge to Mercantilism2.1. Assumptions of price-specie=flow mechanism2.2. The price-specie-flow mechanism3.Adam Smith's Theory of Absolute Advantage3.1. Assumptions of Adam Smith's theory of absolute advantage3.2. Challenge to Mercantilism3.3. Example4.David Ricardo's Theory of Comparative Advantage4.1. The concept of parative advantage4.2. Example4.3. Analysis of the theory of parative advantage by using modemtools. CHAPTER 3.NEOCLASSICAL TRADE THEORIES.1.Gains from Trade in Neoclassical Trade Theory1.1. Increasing opportunity costs on the PPF1.2. General equilibrium and gains in autarky1.3. General equilibrium and gains after the introduction of international trade ...2.Reciprocal Demand Theory2.1. A country's offer curve2.2. Trading equilibrium2.3. Measurement of terms of trade3.Factor Endowment Theory3.1. Factor intensity in production3.2. Factor endowments, factor prices, and parative advantage3.3. Assumptions of the factor proportions theory.,3.4. The Heckscher-Ohlin theorem.:3.5. An example to illustrate H-O theorem.3.6. The factor price equalization theorem:3.7. The Stolper-Samuelson theorem4.The Leontief Paradox——An Empirical Test of the Factor Proportions Theory 4.1. The Leontief paradox.-4.2. Suggested explanations for the Leontief Paradox and related theories CHAPTER 4.POST-HECKSHER-OHLIN THEORIES OF TRADE1.The Product Cycle Theory1.1. The imitation lag hypothesis1.2. The product cycle theory2.The Linder Theory2.1. Assumptions of the Linder theory2.2. Trade es in the overlapping ranges of products ophistication.:3.Intra-Industry Trade Theory3.1. Explanations of intra-industry trade3.2. Measurement of intra-industry tradeCHAPTER 5.IMPORT PROTECTION POLICY: TARIFFS1.Types of Import Tariffs1.1. In terms of the means of collection1.2. In terms of the different tariff rates applied1.3. In terms of special purposes for collection2.The Effects of Import Tariffs2.1. Concepts of consumer surplus and producer surplus2.2. The welfare effects of import tariffs3.Measurement of Import Tariffs3.1. The 'height' of import tariffs3.2. Nominal versus effective tariff ratesCHAPTER 6.IMPORT PROTECTION POLICY: NON-TARIFF BARRIERS''1.Forms of Non-tariff Barriers.1.1. Quantity control measures1.2. Price control measures1.3. Para-tariff measures1.4. Finance measures1.5. Anti-petitive measures.,.1.6. Miscellaneous measures2.Effects of Non-tariff Barriers2.1. The effects of an import quota2.2. The effects of a subsidy to an import-peting industryCHAPTER 7.EXPORT PROMOTION AND OTHER POLICIES1.Export Subsidy and Production Subsidy1.1. Export subsidy and its effects1.2. Production subsidy and its effects.2.Other Export Promotion Policies2.1. Devaluation of home currency.2.2. Commodity dumping2.3. Bonded warehouse2.4. Special trade zone2.5. Export promotion programs3.Export Restrictions and Import Promotion Policies3.1. Export restrictions policies3.2. Import promotion policies4.Trade Sanctions4.1. Introduction to trade sanctions4.2. Effectiveness of trade sanctionsCHAPTER 8.ARGUMENTS AGAINST FREE TRADE1.Traditional Arguments against Free Trade1.1. Infant industry argument.1.2. Terms of trade argument1.3. Balance of trade argument1.4. Tariff to reduce aggregate unemployment argument1.5. Fair petition argument1.6. National security argument2.New Protectionism2.1. Tariff to extract foreign monopoly profit2.2. Export subsidy in duopoly3.The Political Economy of Trade Policy3.1. Median voter model3.2. Collective action theory.3.3. Contribution in political campaignsCHAPTER 9.REGIONAL ECONOMIC INTEGRATIONof Regional Economic Integration1.1. Preferential tariff arrangement1.2. Free trade area1.3. Customs union1.4. Common market.1.5. Economic union2.The Static and Dynamic Effects of Regional Economic Integration2.1. Static effects of regional economic integration2.2. Dynamic effects of regional economic integration3.Economic Integration in Europe, North America and Asia3.1. Economic integration in Europe……………………………………Chapter 10 International Cargo Transportation InsuranceChapter 11 International Trade PaymentChapter 12 Inspection,Claim,Force Majeure and ArbitrationChapter 13 Trade Negotiation and Formation of the ContractChapter 14 Implementation of the Contract丹尼斯·R·阿普尔亚德 & 小艾尔弗雷德·J·菲尔德 & 史蒂文·L·科布.国际贸易.中国人民大学出版社. 2012-7第1章国际经济学的世界第一部分古典贸易理论第2章早期的国际贸易理论:由重商主义向大卫·李嘉图的古典贸易理论的演进第3章大卫·李嘉图的古典贸易理论和比较优势第4章对古典贸易模型的扩充及验证第二部分新贸易理论第5章新古典贸易理论——基本分析工具的介绍第6章新古典贸易理论中的贸易利得第7章贸易提供曲线和贸易条件第8章贸易的基础:要素禀赋理论和赫克歇尔俄林模型第9章要素禀赋理论的实证分析第三部分贸易理论的扩展第10章后赫克歇尔俄林贸易理论与产业内贸易第11章经济增长与国际贸易第12章国际要素流动第四部分贸易政策第13章贸易政策工具第14章贸易政策的影响第15章对干涉主义贸易政策的争论第16章经济的政治因素与美国的对外贸易政策第17章经济一体化第18章国际贸易与发展中国家参考文献当我被上帝造出来时,上帝问我想在人间当一个怎样的人,我不假思索的说,我要做一个伟大的世人皆知的人。

货币银行英文复习资料Chapter Six.ppt

货币银行英文复习资料Chapter Six.ppt

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2024届兰州大学附属中学英语高三上期末达标测试试题含解析

2024届兰州大学附属中学英语高三上期末达标测试试题含解析

2024届兰州大学附属中学英语高三上期末达标测试试题请考生注意:1.请用2B铅笔将选择题答案涂填在答题纸相应位置上,请用0.5毫米及以上黑色字迹的钢笔或签字笔将主观题的答案写在答题纸相应的答题区内。

写在试题卷、草稿纸上均无效。

2.答题前,认真阅读答题纸上的《注意事项》,按规定答题。

第一部分(共20小题,每小题1.5分,满分30分)1.--Sorry for having kept you waiting. But for the traffic jam,I________________ 20 minutes earlier —Never mind,I haven't been waiting that long.A.arrived B.would have arrivedC.would arrive D.had arrived2.I’m tired out.I stayed up the whole night, ______ for my midterm math exam.A.studying B.to study C.to be studying D.studied3.Time is a precious ________ that is often taken for granted among the young people. A.commodity B.commission C.component D.constitution4.The Tang Dynasty is generally regarded as a golden chapter by people worldwide, ________ the Chinese civilization influenced many neighboring countries.A.where B.whenC.which D.who5.-- Turn off the TV, Jack. _______ your homework now?-- Mum, just ten more minutes, please.A.Will you be doing B.Should you be doingC.Shouldn't you be doing D.Couldn’t you be doing6.Children under fifteen are not permitted to see such kind of film _________ is bad fortheir mental development.A.as B.whatC.which D.that7.-- Catherine, I have cleaned the room for you.---Thanks. You _______ it. I could manage it myself.A.needn’t do B.shouldn’t have done C.mustn’t do D.needn’t have done 8.Ted couldn’t remember the exact date of the storm, but he knew it wasSunday because everybody was at church.A./, the B.a, /C./, a D.the, /9.You’d better write down the phone number of that re staurant for future ________. A.purpose B.reference C.memory D.assessment10.—Are you free now? I have something important to tell you.—OK, ________ you make it short. I will have to finish this report before noon. A.now that B.as soon asC.every time D.as long as11.One of the true tests of leadership is the ability to recognize a problem ________ it becomes an emergency.A.when B.beforeC.after D.unless12.--Mum, I don’t think I am qualified enough to do this.--Honey, be confident! You should know it is ____ a man thinks of himself ___ really determines his fate.A.that; that B.how; that C.what; that D.how; that13.—I don’t care for baseball.—How can you say you don’t like something you’ve never even tried it!A.till B.after C.unless D.when14.The only problem was ______ we kept getting lost! But people in Tianjin are very friendly and helpful.A.why B.whetherC.that D.how15.It is a foolish act to________ notes during a test as you will be severely punished. A.stick to B.refer to C.keep to D.point to16.As a teacher, you have to _____ your method to suit the needs of slower children. A.display B.testC.adjust D.transfer17.--Whenever you want a good meal, come to my restaurant and eat for free.--Believe me. That is an ________ I will not refuse.A.approach B.offerC.idea D.instruction18.The Mid-Autumn Festival is ________ special holiday for most Chinese when________ whole family will get together.A.the; the B.a; the C.a; a D.the; a19.We have strong ________ for believing that the newly-invented material is not only popular but also a monument to the eco-friendly lifestyle.A.grounds B.reasons C.causes D.purposes20.—When ______ leave for Japan?—When ______ leave for Japan is kept secret.”A.they will, will they B.will they, they willC.they will, they will D.will they, will they第二部分阅读理解(满分40分)阅读下列短文,从每题所给的A、B、C、D四个选项中,选出最佳选项。

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Chapter Six American ValuesI. American National Characteristics:1. A people on the MoveMobility is one of the typical characteristics of American. Called “people on the move”, Americans are restless. There have been three types of American migration: the transoceanic migrations, the migration to new frontiers, and those internal crisscrossing which may be called reshuffling migrations and which are basically migrations to the city and the suburbs. More embracing than the mobility of tourism is the restless movement from job to job, and from home to home. Inside the same city there are constant residence changes with changing jobs and social status. But in the main the internal migrations are opportunity-and advancement migrations for business and profits, for work and mages, for climate, schools, and living conditions.The country has witnessed four massive population movements in history. The first was the westward movement from the densely-populated east coast to the sparsely-populated west between the end of the Civil War and 1880. The second occurred during the industrialization and urbanization period from 1890 to 1920 with population movement from the rural areas to cities. The third took place during the 1920-1960 periods, particularly the war years of the 1940s, with large numbers of blacks moving out of the south to other areas. The most recent, started from the end of the 1960s, is the flow from Northeast and Central North to the West the South, coupled with the outflow of urban residents to the suburbs.The idea of moving is so thoroughly accepted that people tend to remain relatively unattached to the place where they happen to be at a particular time. Most people see movement as a condition and as a symbol of success in life to which they almost automatically aspire. in some states only one house in five has people living in it who have been there fore more than five years.2. Risk-takers and ExperimentersMost Americans, with great vigor and enthusiasm, are prepared to take the initiative, even when there is a risk in doing so. They have courage and do not give in easily. They will take any sort of job anywhere rather be unemployed. They do not care to be looked after by the Government. The average American changes his job nine or ten times during his working life. The nation’s frontier past, followed by the waves of sturdy immigrants, has brought a strong element of risk-taking into the nation’s character. This exploratory element, coupled with what one seemed like limitless raw materials, has also nurtured the American philosophy that it is “cheaper to scrap the old and replace it with something better”, which frequently seems to other people both wasteful and foolhardy.The American view is “No one stands still. If you are not moving ahead, you are falling behind.” This attitude results in a nation of people in a nation of people geared, to a large degree, to researching, experimenting, and exploring. President John F. Kennedy summed up this blend of the old and the new when he called America “a society of immigrants, each of whom had begin life anew, on an equal footing. This is the secret of America: a nation of people with the fresh memory of old traditions who dare to explore new frontier s…”3).InformalityAlthough American informality is well known, many interpret it as a lack of restpect when they first encounter it, especially in the business world. The almost immediate use of first namesupon meeting a stranger, for example, jars on nerves long accustomed to deference or respect from men of lower rank. In the U.S., people of all ages may prefer to be called by their first names, an indication of friendliness. Formal titles very seldom used in the U.S., except in some special occupation---by judges, high government officials, certain military officer, medical workers, doctors, professors and religious leaders. They do not always shake hands; they often just nod or smile instead. Americans often work at office desks without their suit coats or ties, and they do not usually seat an honored guest at a particular place at home or in an automobile.4). Truth vs. CourtesyIn many countries people will tell you what they think you want to hear, whether or not it is true. To them, this implies politeness. However, to Americans, it is considered misleading---even dishonest---to distort facts on purpose, however kind the motive. Elsewhere, courtesy, honor, family loyalty, or many other values come far ahead of honesty, while in the U.S. truth has a higher priority than politeness. With Americans, trust and truth are of paramount importance. One of the most damning statements that can be made about a man is “You cannot trust him.”5). Criticizing authorityThe American pursuit of truth could also be felt from their attitude towards authority. He is trained from childhood to question, analyze, and search. “Go look it up for yourself” a child will be told. School tasks are designed to stimulate the use of a wide search for new ideas. Industry is so aware of this untapped resource that each year, through national competitions, it offers tremendous awards among teen-agers in order to seek out the brilliant, inquiring minds which they find scattered across the country.There are many other characters typical to Americans. They are optimistic, with a belief in progress and a respect for technical skills and material success; they are with a sharp sense of time and its uses, always “ruled by the clock.”They are pragmatic and aggressive. They pride themselves on their independence, their right to make up their own minds, and the way of “Do-it-yourself.”II. Basic American Values and Beliefs1. Personal control over the environment/ResponsibilityAmericans do not believe in the power of fate, and they look at people who do as being backward, primitive, or naive. In the American context, to be "fatalistic" is to be superstitious, lazy, or unwilling to take initiative. Everyone should have control over whatever in the environment might potentially affect him or her. The problems of one's life are not seen as having resulted from bad luck as much as having come from one's laziness and unwillingness to take responsibility in pursuing a better life.2. Change seen as natural and positiveIn the American mind, change is seen as indisputably good, leading to development, improvement, progress. Many older, more traditional cultures consider change disruptive and destructive; they value stability, continuity, tradition, and ancient heritage - none of which are considered very important in the United States. Americans are generally less concerned about history and traditions than are people from older societies. “History doesn’t matter,” many of them will say. “It’s the future that counts.” They look ahead. This fundamental American belief in progress and a better future contrasts sharply with fatalistic (Americans are likely to us that termwith a negative or critical connotation) attitude that characterizes people from many other cultures, notably Latin, Asian, and Arab, where there is a pronounced reverence for the past. In those cultures the future is considered to be in the hands of “fate,” “God,” or at least the few powerful people or families dominating society.3. Time and its controlTime is of utmost importance to most Americans. It is something to be on, kept, filled, saved, used, spent, wasted, lost, gained, planned, given, and even killed. Americans are more concerned with getting things accomplished on time than they are with developing interpersonal relations. Their lives seem controlled by the little machines they wear on their wrists, cutting their discussions off abruptly to make their next appointment on time. This philosophy has enabled Americans to be extremely productive, and productivity is highly valued in their country.For Americans, time is a “resource,” like water or coal, which can be used well or poorly. “Time is money.” “You only get so much time in this life, so you’d better use it wisely.” The future will not be better than the past or the present, as Americans are trained to see things, unless people use their time for constructive, future-oriented activities. Thus, Americans admire a “well-organized” person, one who has a written list of things to do and a schedule for doing them. The ideal person is punctual (that is, arrives at the scheduled time for a meeting or event) and is considerate of other people’s time (that is, does not “waste people’s time” with conversation or other activity with no visible, beneficial outcome).The American attitude toward time is not necessarily shared by others, especially non-Europeans. They are more likely to conceive of time as something that is simply there around them, not something they can “use.” One of the more difficult things to which many foreign businessmen and students must adjust in the States is the notion that time must be saved whenever possible and used wisely every day.4. Equality/FairnessEquality is so cherished in the U.S. that it is seen as having a religious basis. Americans believe that all people are created equal and that all should have an equal opportunity to succeed. This concept of equality is strange to seven-eighths of the world which views status and authority as desirable, even if they happen to be near the bottom of the social order. Since Americans like to treat foreigners "Just like anybody else", newcomers to the U.S. should realize that no insult or personal indignity is intended if they are treated in a less than-deferential manner by waiters in restaurants, clerks in stores and hotels, taxi drivers, and other service personnel.Americans are also distinctive in the degree to which they believe in the ideal, as stated in their Declaration of Independence, that “all men are created equal.” Although they sometimes violate the ideal in their daily lives, particularly in matters of interracial relationships, Americans have a deep faith that in some fundamental way all people (at least all American people) are of equal value, and no one is born superior to anyone else. “One man, one vote,” they say, conveying the idea any pe rson’s opinion is as valid and worthy of attention as any other person’s opinion. This is not to say Americans make no distinctions among themselves as a result of such factors as sex, age, wealth, or social position. They do. But the distinctions are acknowledged in subtle ways. Tone of voice, order of speaking, choice of words, seating arrangements---such are the means by which Americans acknowledge status differences among themselves.5. Individualism/ IndependenceAmericans view themselves as highly individualistic in their thoughts and actions. They resist being thought of as representatives of any homogeneous group. When they do join groups,they believe they are special. Just a little different from other members of the same group. In the U.S. you will find people freely expressing a variety of opinions anywhere and anytime. Yet, in spite of this independence, almost all Americans end up voting for one of their two major political parties. Individualism leads to privacy, which Americans see as desirable. The word privacy does not exist in many non-Western languages. If it does, it is likely to have a negative connotation, suggesting loneliness or forced isolation. It is not uncommon for Americans to say, and almost to believe: "If I don't have half an hour a day to myself, I go stark-raving mad!"The most important thing to understand about American is probably their devotion to “individualism.” They have been trained since very early in their lives to consider themselves as separate individuals who are responsible for their own situations in life and their own destinies. They have not been trained to see themselves as members of a close-knit, tightly interdependent family, religious group, tribe, nation, or other collectivity. It is this concept of themselves as individual decision-makers that blinds at least some Americans to the fact they share a culture with others. They have the idea as mentioned above, that they have independently made up their own minds about the values and assumptions they hold. The notion that social factors outside themselves have made them “just like everyone else” in important ways offends their sense of dignity. Foreigners who understand the degree to which Americans are imbued with the notion that the free, self-reliant individual is the ideal kind of human being will find it easier to understand many aspects of American behavior and thinking that otherwise might not make sense. Many Americans do not display the degree of respect for their parents people in more traditional or family-oriented societies commonly display. They have the conception it is a historical or biological accident that put them in the hands of particular parents. Parents fulfill their responsibilities to the children while the children are young, and when children reach “the age of independence” the close child-parent tie is loosened, if not broken. Closely associated with the value they place on individualism is the importance Americans assign privacy. Americans assume people “need some time to themselves” or “some time alone” to think about things or recover their spent psychological energy. Americans have great difficulty understanding foreigners who always want to be with another person and who dislike being alone.6. Self-help InitiativeAmericans take credit only for what they accomplish as individuals. They get no credit for having been born into a rich family but pride themselves in having climbed the ladder of success, to whatever level, all by themselves. In an English-language dictionary, there are more than 100 composite words that have the word "self" as a prefix: self-aware, self-confident, self-conscious, self-contented, self-control, self-criticism, self-deception, self-defeating, self-denial. The equivalent of these words cannot be found in most other languages. It is an indicator of how highly Americans regard the self-made man or woman.7. CompetitionThe pressure of competition in the life of an American begins In childhood and continue until retirement from work. Learning to compete successfully is part of growing up in America. In an opinion poll, 60% of the Americans believed competition and the desire to win are healthy and desirable. The pressure to compete causes Americans to be energetic, but it also places a constant emotional strain on them. Americans believe that competition brings out the best in any individual and in any system. This value is reflected in the American economic system of free enterprise, and it is applied in the U.S. in all areas - medicine, the arts, education, and sports.8. Future OrientationAmericans value the culture and the improvements the future will surely bring. They devalue the past and are, to a large extent, unconscious of the present. Even a happy present goes largely unnoticed because Americans are hopeful that the future will bring even greater happiness. Since Americans believe that humans, not fate, can and should control the environment, they are good at planning short-term projects. This ability has caused Americans to be invited to all corners of the Earth to plan, and often achieve, the miracles which their goal setting methods can produce.9. Acton/ Work Orientation"Don't just stand there," says a typical bit of American advice "do something!" This expression, though normally used in a crisis situation, in a sense describes most Americans' waking life, where action - any action - is seen as superior to inaction. Americans routinely schedule an extremely active day. Any relaxation must be limited in time and aimed at "recreating" so that they can work harder once their "recreation" is over. Such a "no-nonsense" attitude toward life has created a class of people known as "workaholics" - people addicted to, and often wholly identified with, their job or profession. The first question people often ask when they meet each other in the U.S. is related to work: "What do you do?" "Where do you work?" or "Who (what company) are you with?" The United States may be one of the few countries in the world where people speak about the dignity of human labor - meaning hard physical labor. Even corporation presidents will engage in physical labor from time to time and, in doing so, gain rather than lose respect from others.10. InformalityAmericans are even more informal and casual than their close relatives - the Western Europeans. For example, American bosses often urge their employees to call them by their first names and feel uncomfortable with the title "Mr." or "Ms.” Dress is another area where American informality is most noticeable, perhaps even shocking. For example, one can go to a symphony performance in any large American city and find people dressed in blue jeans. Informality is also apparent in Americans' greetings. The more formal "How are you?" has largely been replaced with an informal "Hi". This is as likely to be used with one's superior as with one's best friend.11. Directness/Openness/HonestyMany other countries have developed subtle, sometimes highly ritualistic, ways of informing others of unpleasant information. Americans prefer the direct approach. They are likely to be completely honest in delivering their negative evaluations, and to consider, anything other than the most direct and open approach to be "dishonest" and "insincere". Anyone in the U.S. who uses an intermediary to deliver the message will also be considered "manipulative" and "untrustworthy". If you come from a country where saving face is important, be assured that Americans are not trying to make you lose face with their directness.12. Practicality/EfficiencyAmericans have a reputation for being realistic, practical, and efficient. The practical consideration is likely to be given highest priority in making any important decision. Americans pride themselves in not being very philosophically or theoretically oriented. If Americans would even admit to having a philosophy, it would probably be that of pragmatism. Will it make money? What is the bottom line? What can I gain from this activity? These are the kinds of questions Americans are likely to ask, rather than: is it aesthetically pleasing? Will it be enjoyable? Will it advance the cause of knowledge? This pragmatic orientation has caused Americans to contributemore inventions to the world than any other country in human history. The love of "practicality" has also caused Americans to view some professions more favorably than others. Management and economics are much more popular in the United States than philosophy or anthropology, and law and medicine more valued than the arts. Americans belittle "emotional" and "subjective" evaluations in favor of "rational" and "objective" assessments. Americans try to avoid being "too sentimental" in making their decisions. They judge every situation "on its own merits".13. Materialism/AcquisitivenessForeigners generally consider Americans much more materialistic than Americans are likely to consider themselves. Americans would like to think that their material objects are just the "natural benefits" that result from hard work and serious intent - a reward, they think, which all people could enjoy were they as industrious and hard-working as Americans. But by any standard, Americans are materialistic. They give a higher priority to obtaining, maintaining, and protecting material objects than they do in developing and enjoying relationships with people. Since Americans value newness and innovation, they sell or throw away their possessions frequently and replace them with newer ones. A car may be kept for only two or three years, a house for five or six before buying a new one.。

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