Tutorial 2_questions
Stata_Tutorial2
STATA Tutorial 2Professor ErdinçPlease follow the directions once you locate the Stata software in yourcomputer. Room 114 (Business Lab) has computers with Stata software1.Wald TestWald Test is used to test the joint significance of a subset of coefficients, namely. Take for example the two variables from the example above, baths and bedrms. These two variables are individually insignificant based on t-tests with very high p values. But before dropping them together, we may want to test the joint significance of them using Wald test.Run in Stata:test bedrms bathsThe command test bedrms baths tests whether baths and bedrms are insignificant jointly. Since the null says they are, and F-stat’s p-value=0.6375, then we cannot reject the null. DROP both baths and bedrms from the regression equation. They don’t belong to the model.MODEL Areg price sqft bedrms bathsSource SS df MS Number ofobs 14F (3, 10) 16.99Model 85114.94 3. 28371.6473 Prob > F 0.0003Residual 16700.07 10.1670.00687 R-squared 0.836Adj R-squared 0.7868Total 101815 13 7831.9239 Root MSE 40.866 price Coef. Std. Err. t P>t [95% Conf. Interval]sqft 0.1548 .03194044.85 0.001 0.083632 0.225968bedrms -27.02933 -0.443 -81.8126 38.6375821.5875 0.80 baths-12.1928 43.25 -0.280.784 -108.56 84.17425_cons 129.0616 88.30326 1.460.175 -67.6903 325.8136( 1) bedrms = 0 ( 2) baths = 0F( 2, 10) = 0.47 Prob > F = 0.6375Special Wald TestThis is an F-test for the significance of all variables in the model, i.e. sqft, bedrms and baths . Hence, the null states betas of all variables in the model are set equal to zero.Null 0H : 0sqft bedrms baths βββ===Alternative A H : At least some are non zero.Run in Stata this command:test bedrms baths sqft( 1) bedrms = 0 ( 2) baths = 0 ( 3) sqft = 0F( 3, 10) = 16.99 Prob > F = 0.0003Notice that F-test p-value is 0.0003, which is lower than 1% of α. Hence, we can reject the null and at least some variables in this trio is significant. This variable is SQFT! (based on the t-test).RESTRICTED MODELMODEL B reg price sqftSourceSSdf MSNumber of obs14F( 1, 12) 54.86 Model 83541.4429 1 83541.4429 Prob > F 0 Residual 18273.5678 12 1522.79731 R-squared 0.8205Adj R-squared 0.8056 Total 101815.011 13 7831.9239 Root MSE 39.023 price Coef. Std. Err. t P>t [95% Conf. Interval]sqft 0.1387503 .01873297.41 0 0.0979349 0.179566cons 52.3509 37.285491.40 0.186 -28.88719 133.5892. OLS RegressionRegress yvar xvarlist Regress the dependent variable yvar on the independent variables xvarlist.Regress yvar xvarlist, vce(robust) Regress, but this time compute robust (Eicker-Huber-White)standard errors. We are always using the vce(robust) optionbecause we want consistent (i. e,, asymptotically unbiased) results, but we do not want to have to assume homoskedasticity and normality of the random error terms. So, remember always to specify the vce(robust) option after estimation commands. The“vce” stands for variance-covariance estimates (of the estimated model parameters).Regress yvar xvarlist, vce(robust) level(#) Regress with robust standard errors, and this time change the confidence interval to #% (e.g. use 99 for a 99% confidence interval).Improved Robust Standard Errors in Finite SamplesFor robust standard errors, an apparent improvement is possible. Davidson and MacKinnon*report two variance-covariance estimation methods that seem, at least in their Monte Carlo simulations, to converge more quickly, as sample size n increases, to the correct variance covariance estimates. Thus their methods seem to be better, although they require more computational time. Stata by default makes Davidson and MacKinnon’s recommended simple degrees of freedom correction by multiplying the estimated variance matrix by n/(n-K). However, we should learn about an alternative in which the squared residuals are rescaled. To use this formula, specify “vce(hc2)” instead of “vce(robust)”. An alternative is “vce(hc3)” instead of “vce(robust)”.Weighted Least SquaresWe learn about (variance-) weighted least squares. If you know (to within a constant multiple) the variances of the error terms for all observations, this yields more efficient estimates (OLS with robust standard errors works properly using asymptotic methods but is not the most efficient estimator). Suppose you have, stored in a variable sdvar, a reasonable estimate of the standard deviation of the error term for each observation. Then weighted least squares can be performed as follows:Run in Stata:vwls yvar xvarlist, sd(sdvar)3. Post-Estimation CommandsCommands described here work after OLS regression. They sometimes work after other estimation commands, depending on the command.Fitted Values, Residuals, and Related Plotspredict yhatvar After a regression, create a new variable, having the name you enter here, that contains for each observation its fitted value ˆyi .predict rvar, residuals After a regression, create a new variable, having the name you enter here, that contains for each observation its residual ˆ ui .scatter y yhat x Plot variables named y and yhat versus x.scatter resids x It is wise to plot your residuals versus each of your x-variables. Such “residual plots” may reveal a systematic relationship that your analysis has ignored. It is also wise to plot your residuals versus the fitted values of y, again to check for a possible nonlinearity that your analysis has ignored.rvfplot Plot the residuals versus the fitted values of y.rvpplot Plot the residuals versus a “predictor” (x-variable).Confidence Intervals and Hypothesis TestsFor a single coefficient in your statistical model, the confidence interval is already reported in the table of regression results, along with a 2-sided t-test for whether the true coefficient is zero. However, you may need to carry out F-tests, as well as compute confidence intervals and t-tests for “linear combinations” of coefficients in the model.Here are example commands. Note that when a variable name is used in this subsection, it really refers to the coefficient (the βk) in front of that variable in the model equation. Run in Stata:lincom logpl+logpk+logpf Compute the estimated sum of three model coefficients, which are the coefficients in front of the variables named logpl, logpk, and logpf. Along with this estimated sum, carry out a t-test with the null hypothesis being that the linear combination equals zero, and compute a confidence interval.lincom 2*logpl+1*logpk-1*logpf Like the above, but now the formula is a different linear combination of regression coefficients.lincom 2*logpl+1*logpk-1*logpf, level(#) As above, but this time change the confidence interval to #% (e.g. use 99 for a 99% confidence interval).test logpl+logpk+logpf==1 Test the null hypothesis that the sum of the coefficients of variables logpl, logpk, and logpf, totals to 1. This only makes sense after a regression involving variables with these names. This is an F-test.test (logq2==logq1) (logq3==logq1) (logq4==logq1) (logq5==logq1) Test the null hypothesis that four equations are all true simultaneously: the coefficient oflogq2 equals the coefficient of logq1, the coefficient of logq3 equals the coefficient of logq1, the coefficient of logq4 equals the coefficient of logq1, and the coefficient oflogq5 equals the coefficient of logq1; i.e., they are all equal to each other. This is an F-test.test x3 x4 x5 Test the null hypothesis that the coefficient of x3 equals 0 and the coefficient of x4 equals 0 and the coefficient of x5 equals 0. This is an F-test. Nonlinear Hypothesis TestsAfter estimating a model, you could do something like the following:testnl _b[popdensity]*_b[landarea] = 3000 Test a nonlinear hypothesis. Note that coefficients must be specified using _b, whereas the linear “test” command lets you omit the _b[].testnl (_b[mpg] = 1/_b[weight]) (_b[trunk] = 1/_b[length]) For multi-equation tests you can put parentheses around each equation (or use multiple equality signs in the same equation)Computing Estimated Expected Values for the Dependent Variabledi _b[xvarname] Display the value of an estimated coefficient after a regression. Use the variable name “_cons” for the estimated constant term. Of course there’s no need just to display these numbers, but the good thing is that you can use them in formula. See the next example.di _b[_cons] + _b[age]*25 + _b[female]*1 After a regression of y on age and female (but no other independent variables), compute the estimated value of y for a 25-year-old female. See also the predict command mentioned above. Also Stata’s “adjust” command provides a powerful tool to display predicted values when the x-variables taken on various values (but for your own understanding, do the calculation by hand a few times before you try using adjust).Displaying Adjusted 2R and Other Estimation Resultsdisplay e(r2_a) After a regression, the adjusted R-squared, 2R , can be looked up as “e(r2_a)”. (Stata does not report the adjusted 2R when you do regression with robust standard errors, because robust standard errors are used when the variance (conditional on your right-hand-side variables) is thought to differ between observations, and this would alter the standard interpretation of the adjusted2R statistic. Nonetheless, people often report the adjusted 2R in this situation anyway. It may still be a useful indicator, and often the (conditional) variance is still reasonably close to constant across observations, so that it can be thought of as an approximation to the adjusted 2R statistic that would occur if the (conditional) variance were constant.)ereturn list Display all results saved from the most recent model you estimated, including the adjusted 2R and other items. Items that are matrices are not displayed; you can see them with the command “matrix list r(matrixname)”.Plotting Any Mathematical Functiontwoway function y=exp(-x/6)*sin(x), range(0 12.57) Plot a function graphically, for any function (of a single variable x) that you specify. A command like this maybe useful when you want to examine how a polynomial in one regressor (which here must be called x) affects the dependent variable in a regression, without specifying values for other variables.Influence StatisticsInfluence statistics give you a sense of how much your estimates are sensitive to particular observations in the data. This may be particularly important if there might be errors in the data. After running a regression, you can compute how much different theestimated coefficient of any given variable would be if any particular observation were dropped from the data. To do so for one variable, for all observations, use this command: predict newvarname, dfbeta(varname) Computes the influence statistic (“DFBETA”) for varname: how much the estimated coefficient of varname would change if each observation were excluded from the data. The change divided by the standard error of varname, for each observation i, is stored in the ith observation of the newly created variable newvarname. Then you might use “summarize newvarname, detail” to find out the largest values by which the estimates would change (relative to the standard error of the estimate). If these are large (say close to 1 or more), then you might be alarmed that one or more observations may completely change your results, so you had better make sure those results are valid or else use a more robust estimation technique (such as “robust regression,” which is not related to robust standard errors, or “quantile regression,” both available in Stata). If you want to compute influence statistics for many or all regressors, Stata’s “dfbeta” command lets you do so in one step. Functional Form TestIt is sometimes important to ensure that you have the right functional form for variables in your regression equation. Sometimes you don’t want to be perfect, you just want to summarize roughly how some independent variables affect the dependent variable. But sometimes, e.g., if you want to control fully for the effects of an independent variable, it can be important to get the functional form right (e.g., by adding polynomials and interactions to the model). To check whether the functional form is reasonable and consider alternative forms, it helps to plot the residuals versus the fitted values and versus the predictors. Another approach is to formally test the null hypothesis that the patterns in the residuals cannot be explained by powers of the fitted values. One such formal test is the Ramsey RESET test:estat ovtest Ramsey’s (1969) regression equation specification error test. Heteroskedasticity TestsAfter running a regression, you can carry out White’s test for heteroskedasticity using the command:estat imtest, whiteNote, however, that there are many other heteroskedasticity tests that may be more appropriate. Stata’s imtest command also carries out other tests, and the commands hettest and szroeter carry out different tests for heteroskedasticity.The Breusch-Pagan Lagrange multiplier test, which assumes normally distributed errors, can be carried out after running a regression, by using the command:estat hettest, normalOther tests that do not require normally distributed errors include:estat hettest, iid (Heteroskedasticity test – Koenker’s (1981)’s score test, assumes iid errors.)estat hettest, fstat (Heteroskedasticity test – Wooldridge’s (2006) F-test, assumes iid errors.)estat szroeter, rhs mtest(bonf) (Heteroskedasticity test – Szroeter (1978) rank test for null hypothesis that variance of error term is unrelated to each variable.)estat imtest ( Heteroskedasticity test – Cameron and Trivedi (1990), also includes tests for higher-order moments of residuals (skewness and kurtosis).Serial Correlation TestsTo carry out these tests in Stata, you must first “tsset” your data. For a Breusch-Godfrey test where, say, p = 3, do your regression and then use Stata’s “estat bgodfrey” command: estat bgodfrey, lags(1 2 3) Heteroskedasticity tests including White test.Other tests for serial correlation are available. For example, the Durbin-Watson d-statistic is available using Stata’s “estat dwatson” command. However the Durbin-Watson statistic assumes there is no endogeneity even under the alternative hypothesis, an assumption which is typically violated if there is serial correlation, so you really should use the Breusch-Godfrey test instead (or use Durbin’s alternative test, “estat durbinalt”).4.LM (Lagrange multiplier) Test on Non-linearities and Model Specification/ Likelihood Ratio TestRun in Stata:Step 1 : reg y x1 x2x3(Run in Stata the dependable variable with the independablevariables)Step 2: estimates store a1Step 3: Gen X2sq= X2∧2 ( To generate the square of the variable X2)Step 4: reg Y x1 x2x3x2sq ( Now run the regression including the new variableX2)Step 5: estimates store a 2Step 6: lrtest a 1 a 2Step 7: Reject H 0 if : a.Fstat > F* b.P-value< α。
研究生英语综合教程(下)-全部答案及解析
The correct answer is A. The interviewer asks about the best way to learn a new language, and the guest recommendations introduction
Listening Analysis
VS
Answer to Question 2
The correct answer is C. The author suggestions that improve their writing skills, students should read a variety of materials, write regularly, and seek feedback from peers and teachers
Analysis of tutorial characteristics
The tutorial is designed to be highly interactive and student-centered, encouraging active participation and discussion
Question 2
The correct answer is C. The speaker advice that to improve memory, one should exercise regularly, eat a balanced die, and practice relaxation techniques
Analysis 3
The interview is conducted in a case and conversational style, with the interviewer asking insightful questions and the guest offering practical tips on language learning The language used is accessible and engaging
tutorial_1 soluation
Hardware Macstuff Winstuff 200 100
Software 1000 1500
In this economy the firm whose opportunity cost of producing a good is lowest is said to have a comparative advantage (CA) in producing that good. The firm with an absolute advantage (AA) in producing a good produces that good with the least amount of resources. Opportunity cost of producing 1 unit of: Hardware Macstuff Winstuff 5 units of software 15 units of software Software 1/5 units of hardware 1/15 units of hardware
Question 3 There are two firms: Macstuff and Winstuff. Each firm can produce either software or hardware using their resources. With one unit of its own resources Macstuff can produce 200 units of hardware or 1000 units of software. With one unit of its own resources Winstuff can produce 100 units of hardware or 1500 units of software. Each firm has 10 units of resources to allocate to the production of software and hardware. Suppose Macstuff and Winstuff agree to specialise their production according to their comparative advantage in producing software and hardware, and to then exchange with each other. Identify the bounds on the terms at which they would agree to trade software for hardware? Express your answer in terms of the amount of hardware that would be ‘paid’ for software. Explain your answer.
英语阅读教程2翻译
英语阅读教程2翻译English Reading Tutorial 2Welcome to the second part of our English Reading Tutorial. In this tutorial, we will focus on building vocabulary, improving reading comprehension, and practicing various reading strategies. This tutorial aims to help you become a proficient reader in English.Building VocabularyOne of the essential factors in developing reading skills is building a strong vocabulary. The wider the range of words you know, the easier it becomes to understand written texts. Here are a few strategies to expand your vocabulary:1. Read regularly: Make reading a daily habit. Choose materials that interest you, such as novels, magazines, or newspapers. When you encounter unfamiliar words, look them up in a dictionary and learn their meanings.2. Use context clues: Context clues are the words, phrases, or sentences surrounding an unfamiliar word that can provide hints about its meaning. Pay attention to the surrounding sentences and try to deduce the meaning of the unknown word based on the context.3. Make use of technology: Nowadays, there are many vocabulary-building apps and websites available. These resources offer word games, flashcards, and quizzes to enhance your vocabulary skills.Take advantage of these tools to practice and learn new words. Improving Reading ComprehensionReading comprehension is the ability to understand and interpret written texts. Here are some tips to improve your reading comprehension:1. Preview the text: Before reading the entire text, skim through it to get an overall idea of the content. Look at headings, subheadings, and any visual aids like graphs or pictures. This step will help you anticipate the main ideas and structure of the text.2. Ask questions: While reading, ask yourself questions about the text. What is the main idea? What are the supporting details? How does the author argue their point? Answering these questions will enhance your understanding of the material.3. Summarize and paraphrase: After reading a section or a whole text, summarize the main ideas in your own words. This practice helps consolidate your understanding and retention of the material. Additionally, try to paraphrase complex sentences or passages to ensure you fully comprehend the information.Reading StrategiesMastering various reading strategies can significantly improve your reading skills. Here are a few strategies to consider:1. Skimming and scanning: Skimming is reading quickly to get themain idea or gist of a text. Scanning is searching for specific information by quickly looking through the text. These techniques are handy when you need to find information promptly or determine if an article is worth reading in detail.2. Predicting: Look at the title, headings, and visuals to predict what the text might be about. This strategy helps you create expectations and activate relevant background knowledge, making the reading process more efficient.3. Making connections: Connect the new information you encounter in texts with your prior knowledge and personal experiences. Relating the material to familiar concepts helps deepen understanding and improves memory retention.By incorporating these strategies into your reading routine, you will gradually build your vocabulary, enhance your comprehension skills, and become a more proficient reader in English.In conclusion, this tutorial has provided insights into building vocabulary, improving reading comprehension, and utilizing reading strategies. Remember, practice is key! The more you read and engage with various texts, the more your reading abilities will develop. Good luck with your reading journey!。
HintsforTutorialDiscussionQuestions
Answer Hints for ECON3110-Tutorial Discussion Questions #09 (Read chapter 22, 23)1.Notice that the interest rate differential is 0.52%: (i hk - i*sg)=(6.37 - 6.86)=-0.49, sothere is a 0.49% interest rate differential in favor of Singapore. However, the forward discount is 0.0396: (($4.4757-0.174)-$4.4789)/$4.4789=-0.0396The return of investment in HKG: 1.0637x HK$1,000,000 = HK$1,063,700The return of investment in Singapore:(HK$1,000,000/S$4.4789)*(1.0686)*(S$4.3017) = 1,026,323.673Therefore, you should invest in HKG rather than in Singapore make the highest return. If you don't have the 1 million, you may borrow from Singapore and invest in HKG. Unless the forward rate is 4.458, which means the forward rate points should be-156.3 rather than -174 points, and there is a forward premium.The return of investment in Singapore equals to the return from HKG:(HK$1,000,000/S$4.4789)*(1.0689)*(S$4.458) = HK$1,063,7002. (a) If everyone became risk-lover, there is no need to have forward contract, because everyone is a risk-taking speculator.(b) Refer to textbook p.441-448 for detail discussion.The interest rate should be adjusted to remain the 90-day forward rate unchanged according to the additional risk premium.There are many factors such as capital market imperfections, different transaction costs to affect the equilibrium result.2.(a) Under the monetary approach, an autonomous decline in the demand for moneywould have an excess supply of money. (e.g. M s > M d). Therefore, in the short run price adjust is fast than interest rate, so when the price adjusts and the real money supply will be decreased. And under PPP argument (i.e., e=P/P*), the exchange rate increases, e↑, according to the price rises.(M s/P)1si0Under the portfolio balance approach, money demand decreases; an excess supply of money would reduce the domestic interest rate. Then, the demand for domestic bond reduces (B ↓) and the demand for foreign bond rises (B*↑). So capital outflows, demand for foreign currency increases and pushes up the exchange rate, e ↑, (i.e., home currency depreciates).(b) Under the monetary approach, less home inflation in the future (i.e., increasing purchasing power) would cause an excess demand for domestic currencies. To hold the rule, price level drops and the real money supply rises. As a result, the exchange rate drops, e ↓, (i.e., home currency appreciates).Under portfolio approach, less home inflation pressure implies that home currency purchasing power would be increased. Then, as xa reduces, both home money demand and domestic bond demand would be increased. When foreigners and home residents like to purchase more of domestic bonds (B*↓, B ↑), it would cause the capital inflows and an excess demand for home currency , therefore, the exchange rate would drop, e ↓, (i.e., home currency would be appreciated). 4.e 1e 2i 0 i 1As long as the demand for foreign currency can be satisfied by the supply , then the exchange rate is no need to be devaluated. The BOP deficit could be come from any sources of the disequilibrium in the economy , such as trade deficit, capital outflows, insufficient real balance, and inefficient productivity in the output.Real balance effect and capital flows would have the important impact on short run devaluation, but the trade deficit and real output would have a long run impact on the devaluation.5. According to the monetary equation: M = kPY , as money supply decreases, the price level will be expected to decline in the next few periods when output is assumed to be constant in the short run. Therefore, according to the PPP argument, the spot exchange rate will also be expected to decline following by the inflation expectation, taking the expectation on e to fall, speculators will take action now and forces the e to go down.ii 0。
Unit2 Tutorial Centres单元学案
Unit2 Tutorial Centres单元学案Unit2 Tutorial Centres1锛?闅剧偣鍓栨瀽璇嶆眹瀛︿範Command have a good command of sth. 鎺屾彙锛岀簿閫氥€?Eg. He has a good command of French.?qualified adj.鏈夎祫鏍肩殑, 閫傚悎鐨? 鑳滀换鐨?He's qualified to teach. 浠栬儨浠绘暀瀛︺€?Communicate communicate with sb.涓庢煇浜轰氦娴佹煇浜?We learn a language in order to communicate with other people.祦鎬濇兂銆?Confidence give sb. confidence in doing sth. 鍦ㄥ仛鏌愪簨涓婄粰鏌愪汉浠ヤ俊蹇冦€?Have/lose confidence in doing sth.瀵广€傘€傘€傚厖婊?澶卞幓淇″績Force be forced to do 寮鸿揩鏌愪汉鍋氣€? I am always forced to do the cleaning by my sister.?Range range from o鈥﹁寖鍥存槸鈥︹€?Their ages range from 25 to 50. 浠栦滑鐨勫勾榫勫湪25宀佸埌50宀佷箣闂?enroll enroll in鍔犲叆锛屽叆瀛︼紝娉ㄥ唽Roes was not allowed to enroll in the Life Saving Course because she was under age.?ask sb. for advice =turn to sb. for advice鍚戔€?.?as a result of 鍥犱负锛岀敱浜庛€?It is better to do 鈥?than to do 鈥︿笌鍏垛€??It is better to become prepared than to sit and do nothing .涓庡叾绛夊緟杩樹笉濡傜潃鎵嬪噯澶囥€?About the present perfect continuous tense: 1. Formationhas/have been + doing 2. Where to use (1) We use this tense to talk about an action which started in the past and is still continuing. e.g. I have been attending a tutorial centre for two months. You have been studying for ten hours. You must take a rest. (2) We often use this tense with phrases such as: all day, all afternoon, for seven hoursor for four years. These phrases help to stress that the action is still continuing.飩?Do some exercises about the present perfect continuous tense, pay attention tothe differences between the present perfect tense and the present perfect continuous tense [1]. Fill in the blanks with the present perfect tense or the present perfect continuous tense (1) Thank goodness, we __________ safely. (arrive) (2) The book __________ (lie) on the table since morning. (3) They ___________ (not leave) because their schoolbag are still on their deaks. (4) It __________ (be) cold this year.I wonder when it is going to get warmer. (5) I ________ (make) cakes. That鈥檚why my hands are all covered with flour. (6) The lady has been to the shop several times, but she _________ (buy, never) anything. (7) Nobody knows where to go during the holiday. Nothing _________ (arrange) yet. (8) A few questions _________ (not settle) up to now. (9) I _______ (not see) him ever since then. (10) Nobody seems to take notice of the ten-cent note which _________ (lie) on the ground for quite a long time.(11) So far this term, 3 English tests ________ (give) to the students. (12) I don鈥檛think anything that _______(do) can be done. (13) Never _______ I ________ (give) such a chance to make a speech in front of such a large audience. (14) It is the second time that Joe ________ (criticize) for the terrible mistake he _______ (make) this term. (15) Will you have the vase ________ (break) by the child _______ (mend)? Key for reference: [1]. 1. have arrived 2. has been lying 3. haven鈥檛left 4. has been 5. have been making 6. has never bought 7. has been arranged 8.have not been settled 9.have not seen 10. has been lying 11. have been given 12. has been done 13. have een given 14. has been criticized as made 15. has been broken鈥?mended 2.鍗曢」閫夋嫨 1. Why don鈥檛you put the meat in the fidge?It will ____ fresh for several days. A. be stayed B. stay C. be staying D. have stayed 2. The crazy fans _____ patiently for two hours, and they would wait till the movie star arrived. A. were waiting B. had been waiting C. had waited D. would wait 3. 锟紺George and Lucy got married last week. Did you go to their wedding? --No, I ____. Did they have a big wedding? A. was not invited B. have not been invited C. hadn鈥檛been invited D. didn鈥檛invite 4. Millions of pounds鈥?worth of damage ____by a storm which swept across the north of England last night. A. has been caused B. had been caused C. will be caused D. will have been caused 5. 锟紺What would you do if it ____tomorrow? --We have to carry it on, since we鈥檝e got everything ready.A. rainB. rainsC. will rainD. is raining 6.Months ago we sailed ten thousand miles across this open sea, which ____ the Pacific, and we met no storms. A. was called B. is called C. had been called D. has been called 7. In a room above store, where a party ____, some workers were busily setting the table. A. was to be held B. has been held C. will be held D. is being held 8. I ____ along the street looking for a place to park when the accident _____. A. went; was occurring B. went; occurred C. was going ; occurred D. was going; had occurred 9. When he turned professional at the age of 11, Mike ____ to become a world champion by his coach and parents. A. expected B. was expecting C. was expected D. would be expected 10. The moment the 28th Olympic Games ____ open, the whole world cheered. A. declared B. have been declared C. have declared D. were declared 11. 锟紺Did you see a man in black pass by just now? --No, sir. I ____ a newspaper. A. read B. was reading C. would read D. am reading 12.--____you ____him around the museum yet? --Yes. We had a great time there. A. Have; shown B. Do; show C. Had; shown D. Did; show 13.The news that his sick fellow student was getting well and strong brought great to him. A courage B message C comfort D friendship 14.He is informed of what is going on in the Middle East. He is doing some research the situation there. A good, on B well, on C much, in D well, in 15.Mary is her sweet voice, but I take my strong arms. A proud of , pride of proud in , pride in C proud in, pride of D proud of , pride in 16.I鈥檇like to my watch a good chain. A match,to B go ,with C match, with D go on, with 17.It was necessary you the work. A of , to do B for ,to do C of, doing D for, doing 18.We all tricks .. A see, through B saw, across C saw, through D see, across 19.If we can鈥檛catch this bus, it means for the next bus. A to wait B wait C waited D waiting20.When we got home. We found our house had been . A broken into B broken up Cbroken down D broken out Answers: BBCAB, BACCD, BACBD,CBADA。
ACCT 2522 Week2_Tutorial
Overall Theme This topic sets the scene for the course by highlighting the role of contemporary management accounting practices – providing information and tools for managing resources and creating value. Fundamental concepts and ideas of management accounting are also introduced. In addition we introduce and explore two central themes that permeate this course – processes and value. Desired Learning Outcomes and Essential Reading Langfield-Smith, K., H. Thorne, and R. W. Hilton (2012). Management Accounting 6e: Information for Managing and Creating Value, 6th ed, McGraw-Hill Australia Pty Ltd. (Hereapter 16 p. 736-745 Briers, M., J. Macmullen, M. Dyball, & H. Mahama (2004). Management Accounting for Change: Process Improvement and Innovation, 4th edition. (Hereafter referred to as BDMM) Chapter 2 pp.25-57 - Available on Blackboard TOPIC 1 UNDERSTANDING PROCESSES AND VALUE CREATION After completing this topic, you should be able to: 1. Understand the role of management accounting practice in sustaining and creating value within organisations 2. Appreciate how new management accounting techniques have been developed to support a firm’s competitive advantage 3. Identify and understand value and its various elements. 4. Understand the objectives and progression of process analysis 5. Understand the purpose of Activity-Based Management and what it involves
新探索研究生英语(基础级)读写教程unit2
新探索研究生英语(基础级)读写教程unit2New Discoveries in Graduate English (Basic Level) Reading and Writing Tutorial Unit 2Unit 2: Academic Reading SkillsIntroduction:In this unit, we will explore various academic reading skills that are essential for graduate students. These skills are crucial for comprehending and analyzing complex texts encountered in the academic setting. By mastering these skills, students can enhance their understanding of academic materials and improve their overall reading abilities.I. Skimming and ScanningSkimming and scanning are efficient reading techniques that help readers quickly grasp the main ideas or locate specific information within a text. These techniques are particularly useful when dealing with lengthy academic articles or research papers.A. SkimmingSkimming involves quickly glancing through the text to get a general idea of its content. By reading the headings, subheadings, and the first and last sentences of each paragraph, readers can identify the main topics and the structure of the text. Skimming is beneficial for previewing the material, determining its relevance, and enhancing comprehension before engaging in a more detailed reading.B. ScanningScanning is used to locate specific information within a text by rapidly moving the eyes over the page, focusing on keywords or phrases. This technique is helpful when searching for a particular piece of information, such as a statistic or a citation. Scanning allows readers to save time by bypassing irrelevant details and honing in on the desired content.II. Active Reading StrategiesActive reading involves interacting with the text to enhance understanding and retention. This approach requires readers to engage in critical thinking, ask questions, make connections, and take notes while reading.A. AnnotatingAnnotating involves marking the text by underlining or highlighting key points, adding marginal notes, or using symbols to indicate significant ideas or unfamiliar terms. This technique promotes active engagement and helps readers remember important information for later reference.B. QuestioningAsking questions while reading encourages deeper comprehension and analysis of the text. By posing questions about the main argument, supporting evidence, or the author's perspective, readers can actively interact with the material and develop a more comprehensive understanding.C. Making ConnectionsMaking connections involves relating the text to one's own experiences, prior knowledge, or other texts. By drawing connections between the newmaterial and existing knowledge, readers can deepen their understanding and establish a broader context for the information presented.III. Vocabulary StrategiesBuilding a strong vocabulary is essential for academic reading. The following strategies can aid in expanding vocabulary skills.A. Using Context CluesContext clues refer to the surrounding words or phrases that provide hints about the meaning of an unfamiliar word. By paying attention to the context, readers can deduce the meaning and incorporate new vocabulary into their lexicon.B. Utilizing Word PartsWord parts, such as prefixes, suffixes, and root words, can provide valuable clues to word meaning. Identifying and understanding these parts can help readers decipher the meaning of complex words encountered in academic texts.IV. Reading Comprehension StrategiesEffective reading comprehension strategies enable readers to actively engage with a text and extract meaning from it.A. SummarizingSummarizing involves condensing the main ideas of a text into a brief, coherent statement. This strategy promotes comprehension by requiring readers to identify the central themes, key arguments, and supporting details within a text.B. InferencingInferencing involves drawing conclusions or making educated guesses based on the information presented in the text. By combining explicit information with their background knowledge, readers can infer meanings, motives, or implications that may not be explicitly stated in the text.V. ConclusionMastering academic reading skills is crucial for graduate students to succeed in their studies. By implementing effective strategies such as skimming, scanning, active reading, vocabulary building, and reading comprehension techniques, students can enhance their understanding of complex texts and develop into proficient readers in an academic setting.Note: The above article is for instructional purposes only and does not represent an actual chapter from any specific book.。
HRM386 Tutorial Presentations questions
201475 HRM386 JUFE – The Tutorial Program for Chrys Gunasekara’s classWeek 1 – Tutorials on Tuesday (September 16) and Wednesday (September 17): all groups will be participating in discussion on the assignment question. No presentations are required from students.Week 1 – Tutorials on Thursday (September 18) and Friday (September 19)Thursday September 18: GROUP B Presentations are: •Group B1:Is knowledge of international HRM useful for people who are work in accounting in a Chinese company that has international operations?•Group B2:Why is it necessary to take a broader approach to IHRM? (page 6) •Group B3:Give an example of how IHRM has more involvement in employees’ personal lives (page 7)•Group B4:What are some of the risks in IHRM? (page 8)•Group B5:What are some of the major external factors that influence IHRM? (page 8)•Group B6:What are the main goals of MNEs that IHRM aims to support? (page 17)•Group B7:Why do firms use an ethnocentric staffing policy? (page 80)•Group B8:Which is the main group in an organisation that decides the philosophy toward staffing? (page 84)Thursday September 18: GROUP A Presentations are:•Group A1:What factors might lead the staffing philosophy of a MNE to be changed? (page 84-85)•Group A2:Discuss two HR activities in which a MNE must engage that would not be required in a domestic environment.•Group A3:Outline the main characteristics of the four approaches to international staffing.•Group A4:What are the reasons for using international assignments?•Group A5:Why is it important to measure return on investment of international assignments? Which indicators can be used?•Group A6:Which factors determine the choice of a staffing approach? Would a MNE choose the same staffing approach worldwide?•Group A7:What is the difference between a global manager and a global mindset?•Group A8:What are the most important factors involved in the selection decision for international staff?Friday September 19: GROUP D Presentations are: •Group D1:Are female expatriates different?•Group D2:Discuss the proposition that most expatriate selection decisions are made informally, as suggested by the ‘coffee-machine’ solution.•Group D3:What should be the main objectives for a multinational firm with regard to its compensation policies?•Group D4:Describe the main differences in the Going Rate and Balance Sheet Approaches to international compensation.•Group D5:What are the key differences in salary compensation for PCNs and TCNs? Do these differences matter?What are the main points that MNEs must consider when deciding how to provide benefits?•Group D7:Why is it important for MNEs to understand the compensation practices of other countries?•Group D8:Explain how balancing the interests of global and local, occupational and functional perspectives will occur in a compensation decision.Friday September 19: GROUP C Presentations are:•Group C1:What are some of the challenges faced in training expatriate managers?•Group C2:Assume you are the HR director for a small company that has begun to use international assignments. You are considering using an external consulting firm to provide pre-departure training for employees, as you do not have the resources to provide this ‘in-house’. What components will you need covered? How will you measure the effectiveness of the pre-departure training program provided by this external consultant?•Group C3:How does an international assignment assist in developing a ‘cadre’ of international operators? Why is it necessary to have such a ‘cadre’?•Group C4:Why do some MNEs appear reluctant to provide basic pre-departure training?•Group C5:What are the main elements of pre-departure training? Which one do you think is the most important and why?What evidence is there whether pre-departure training is effective?•Group C7:If you were asked to evaluate the effectiveness of pre-departure training for a MNC in manufacturing, what measures would you use, and why did you select these?•Group C8:How important do you believe it is for people who want to work internationally to have travelled and lived overseas during their younger days?Week 2 – Tutorials on Tuesday (September 23) and Wednesday (September 24)Tuesday September 23: Group B Presentations are: ∙Group B1:What is the purpose of developing international teams? Prepare an example that demonstrates the benefit of a MNE having an international team of experienced managers.∙Group B2:Develop a proposal for a cultural awareness program for an expatriate and his wife from Australia who are coming to work in China for 1 year.∙Group B3:What does the model by Mendenhall, Dunbar and Oddou tell us about how to design cultural awareness training?∙Group B4:Why it is important for MNEs to have a good understanding of the industrial relations systems of the countries in which they operate?∙Group B5:Why is it important to understand the historical origins of national industrial relations systems?∙GroupB6:In what ways can trade unions hold back the strategic choices of multinationals?∙Group B7:Identify four characteristics of MNEs that give trade unions cause for concern.∙Group B8:Should MNEs work cooperatively with trade unions in all countries in which they operate? Explain your answer.Tuesday September 23: Group A presentations are: ∙Group A1:What are the barriers that trade unions have faced when trying to work together internationally?∙Group A2:What advice would you give the Beijing expatriate manager of a MNE about how to work with trade unions in China?∙Group A3:You are the Chief Financial Officer of a MNC based in New York. You are seeking to develop a competent international team of accountants who can be sent to any location in the company at short notice.One of your team members is having difficulty working with local managers and staff in the Chinese subsidiary of the company, because she says that they don’t respect her abilities. She believes that this is because she is young and female. What advice would you give her?∙Group A4:A new manager has been appointed to the Chinese subsidiary of the Australian multinational bank, ANZ. He is an Australian citizen, but his motherland is in the Middle East. He is also of the Muslim religion and he has strict views about ethics. How would the local staff in the bank expect the new manager to behave towards them?∙Group A5:Do some research on trade unions in China and present an overview of how many unions there are in China, what types of trade unions they are, and what government policies are used to control the behaviour of trade unions.∙Group A6:One big challenge for MNEs is in making sure that their contract manufacturers in Asia comply with local labour standards. What can a MNC do to make sure that its local contract manufacturers in China comply with Chinese labour standards?∙Group A7:Should workers in Asian countries be able to strike to protest against poor working conditions? What are the limitations of going on strike?∙Group A8:Is it legal for workers to strike in China? What limitations does the Government impose on workers’ who want to strike?Wednesday September 24: Group D Presentations are: ∙Group D1:Should employers be required to bargain with their employees (or trade unions) about salary and conditions of work, such as leave?∙Group D2:Do some research on the International Labour Organization. What is the role of the ILO? What are some examples of the actions that it takes on industrial relations?∙Group D3:Are theories of industrial relations useful for MNEs to study? Why, or why not?∙Group D4:Discuss the major factors associated with appraisal of expatriate managerial performance.∙Group D5:‘One of the dangers of performance appraisal is that, because the focus is so much on a particular individual, the teamwork aspect gets lost. In an international location, it is perhaps desirable to focus more on how the PCN has settled in and is operating as part of a team rather than as an individual at the possible detriment of the team.’ Do you agree with this statement?∙Group D6:Why is it important to include hard, soft and contextual goals when assessing managerial performance?∙Group D7:In what ways would the role of a manager working in a non-standard international assignment differ from that of a typical expatriate manager?∙Group D8:Should numerical rating of employees performance be used in performance appraisal systems in China? Why, or why not?Wednesday September 24: Group C Presentations are:∙Group C1:Should performance appraisal be used to allocate bonuses? What are the problems that can occur in doing this?∙Group C2:In what ways can trade unions hold back the strategic choices ofmultinationals?∙Group C3:Develop a way of appraising the performance of banking staff that isdifferent from the formal appraisal methods studied in this subject. Becreative.∙Group C4:Identify two HRM problems that arise with expatriate assignments. In what ways might the core ethical values and guidelines identified in chapter 12 apply to them?∙Group C5:Why is management succession frequently an issue for family-owned firms?∙Group C6:Why is the nationality of ownership of a subsidiary important inunderstanding the industrial relations policy of a MNE?∙Group C7:Should trade unions try to stop MNEs from reducing their employmentlevels in their factories in developing countries? Why, or why not?∙Group C8:Do some research on employer associations in Asia. Select one such body and describe its role and activities.Week 2 – Final Tutorials on Thursday (September 25Thursday September 25: Group B Presentations are:∙Group B1:In the section on the volatility of the global environment in Chapter 12,several world events were listed that have had profound implications for the global and local strategies of MNEs. Select a recent world event, identify the specific HR implications that may arise from this, and devise policies as to how these may be handled.∙GroupB2:Is bribery a western concept that is not relevant to Asia?∙Group B3:What is your view of international initiatives to criminalize foreign bribery?∙Group B4:The Government in China has outlawed the practice of bribery ingovernment dealings. Will this action work?∙Group B5:What actions can the Government of China take to ensure that its policyagainst bribery will work? What factors might stop this policy from working?∙Group B6:Identify a number of HRM problems that typically arise with expatriateassignments. In what ways might the core ethical values and guidelinesidentified in chapter 12 apply to them?∙Group B7:Why is management succession frequently an issue for family-owned firms?∙Group B8:Do you believe that terrorism is a threat in China? Why or why not?Thursday September 25: Group A Presentations are: ∙Group A1:What actions can MNEs take to reduce risks related to terrorism?∙Group A2:What role can the HRM function play in reducing the risk of terrorism impacting on MNE’s operations in a foreign country?∙GroupA3:What IHRM activities would be pertinent to the sending, by Médecins Sans Frontieres, of a medical team into a country such as Bangladesh? Do some research on this organsiation and what role it performs.∙Group A4:Is bribery a bad practice? Why or why not?∙Group A5:It is difficult to collect reliable data on the extent of bribery in different countries. Why is this?∙Group A6:Do some research on the work of Transparency International. What does this organisation do? Provide information on its latest findings on corruption in the world.∙Group A7:How can MNEs prepare their expatriates to deal with corruption in the country’s that they are working in?∙Group A8:Should IHRM apply to non-government organisations? Why, or why not?Thursday September 25: Group D Presentations are:∙Group D1:What is ethical relativism? Provide an example of ethical relativism relating to the giving of gifts in international business.∙Group D2:What is ethical absolutism? Provide an example of ethical absolutism relating to recruitment practice.∙Group D3:What is ethical universalism? Provide an example of ethical universalism relating to poor working conditions on factories contracted by MNCs to make clothing.∙Group D4:Of the three ethical theories – ethical relativism, ethical absolutism and ethical universalism – which one do you believe is the best to apply when a Chinese company is doing business in Australia?∙Group D5:What is the United Nations Declaration of Human Rights? What is its purpose? What are some of the problems in its application to MNCs?∙Group D6:How could bribery affect the safety and economic well-being of the general public?∙Group D7:Provide two examples of how bribery can undercut confidence in markets.∙Group D8:Provide two examples of how bribery can add to the cost of products.Thursday September 25: Group C Presentations are:∙Group C1:What training methods would you use to train staff of MNEs to understand the difference between corrupt bribery payments and allowable facilitation payments?∙Group C2:Should MNEs withdraw from the Middle East because of the risks of terrorism?∙Group C3:What can organisations do to protect themselves from the threat of cyberterrorism?∙Group C4:Would it be safer for personnel of a USA-based MNE to fly to their Middle East subsidiary on a Middle East airline? Why or why not?∙Group C5:Should the expatriate staff of a USA MNE who are working in Europe be worried about the risk of terrorism? What can they do to protect themselves?∙Group C6:Do you believe that western MNEs located in foreign countries have a greater risk of terrorist attack on their facilities and people than Government embassies in these countries? Why or why not?∙Group C7:What role can HR perform in supporting counter terrorism measures taken by a MNE?∙Group C8:Should western MNEs pay inducements to terrorist groups to prevent terrorist attacks? Why or why not?。
英语二自学教程课后作文题目和答案
英语二自学教程课后作文题目和答案全文共3篇示例，供读者参考篇1Self-study Tutorial for English Language Ⅱ: After-class Essay Topics and AnswersTopic 1: Describe a place you have visited and explain why you would recommend it to others.Answer: One of the most memorable places I have visited is Kyoto, Japan. Kyoto is a city rich in traditional culture and history, with stunning temples, shrines, and gardens that transport you back in time. The highlight of my trip was visiting Kinkaku-ji, also known as the Golden Pavilion, a beautiful temple covered in gold leaf that shimmers in the sunlight. I was also impressed by the Fushimi Inari Shrine, with its thousands of torii gates winding through the forested mountainside.I would highly recommend Kyoto to others for its peaceful atmosphere and the chance to experience authentic Japanese culture. The city is also known for its delicious cuisine, including Kyoto-style kaiseki meals and matcha tea. Overall, Kyoto offers aperfect mix of history, nature, and gastronomy that makes it a must-visit destination.Topic 2: Discuss the impact of technology on communication in today's society.Answer: Technology has revolutionized communication in today's society, making it easier and faster to connect with others around the world. Social media platforms like Facebook, Instagram, and Twitter allow us to share our thoughts and experiences instantly, while messaging apps like WhatsApp and WeChat enable real-time conversations with friends and family.While technology has made communication more convenient, it has also raised concerns about the quality of our interactions. Some argue that people are becoming too reliant on digital devices, leading to a lack of face-to-face communication and meaningful connections. In addition, the rise of fake news and online trolling has fueled misinformation and toxicity in online discourse.Overall, technology has undeniably transformed how we communicate, but it is important for us to strike a balance between the virtual and real world to maintain genuine human connections.Topic 3: Write about a significant event or a person who has had a profound impact on your life.Answer: One of the most significant events in my life was studying abroad in the United States. It was a life-changing experience that opened my eyes to different cultures, perspectives, and opportunities. Living in a foreign country challenged me to step out of my comfort zone, adapt to new surroundings, and make friends from all walks of life.One person who had a profound impact on me during my time abroad was my host mother. She welcomed me into her home with open arms, treated me like a member of her family, and helped me navigate the complexities of American culture. Through her kindness and support, I learned the true meaning of generosity, empathy, and resilience.Studying abroad not only broadened my horizons but also shaped me into a more independent and open-minded individual. It was a transformative experience that I will cherish for the rest of my life.In conclusion, the English Language Ⅱ self-study tutorial has equipped me with the skills to express my thoughts and ideas effectively through writing. The after-class essay topics have challenged me to think critically, analyze complex issues, andarticulate my viewpoints clearly. I look forward to applying these newfound skills in my academic and professional pursuits.篇2Title: Self-Study Guide for English II: Class Essay Questions and AnswersIntroductionIn this self-study guide for English II, we will explore a variety of class essay questions and provide detailed answers to help students improve their writing skills and critical thinking abilities. By studying these sample essay questions and their corresponding answers, students can enhance their understanding of different topics and learn how to effectively structure and develop their essays. Let's dive into the world of English writing and expand our knowledge together!Essay Question 1: Discuss the role of technology in modern society.Answer: Technology plays a crucial role in modern society, affecting various aspects of our lives such as communication, education, healthcare, and transportation. The advancements in technology have brought about significant changes, making our lives more convenient and efficient. For example, the internet hasrevolutionized the way we access information, connect with others, and conduct business. However, technology also poses challenges such as privacy concerns, dependence on devices, and cyber threats. It is essential for individuals to strike a balance between utilizing technology for productivity and maintaining a healthy lifestyle away from screens. Overall, technology has become an integral part of our daily lives, shaping the way we interact with the world and each other.Essay Question 2: Discuss the impact of globalization on culture.Answer: Globalization has led to the spread of ideas, values, and practices across borders, influencing cultures around the world. While globalization promotes cultural exchange and diversity, it also poses threats to traditional customs and identities. Many societies face the challenge of preserving their cultural heritage in the face of Westernization and homogenization. It is crucial for individuals to appreciate and celebrate their cultural roots while embracing the benefits of globalization, such as increased connectivity and economic opportunities. By fostering cultural awareness and understanding, we can create a more harmonious and inclusiveglobal community that respects and values diverse traditions and perspectives.Essay Question 3: Analyze the theme of power in Shakespeare's play "Macbeth."Answer: In "Macbeth," Shakespeare explores the theme of power through the character of Macbeth, who becomes consumed by ambition and greed for power. At the beginning of the play, Macbeth is a noble and loyal soldier, but as he is tempted by the prophecies of the witches and his wife, he descends into a ruthless tyrant willing to commit murder to secure his position as king. The pursuit of power ultimately leads to Macbeth's downfall and tragic end, illustrating the corrupting influence of unchecked ambition. Through Macbeth's story, Shakespeare warns against the destructive nature of power and the consequences of abusing it for selfish gains. The play serves as a cautionary tale about the dangers of ambition and the moral implications of seeking power at any cost.ConclusionIn conclusion, by exploring these class essay questions and answers, students can enhance their understanding of various topics and develop their writing and analytical skills. It is essential to practice writing essays regularly to improve clarity,coherence, and critical thinking abilities. By engaging with different themes and perspectives, students can broaden their knowledge and deepen their understanding of complex issues. We encourage students to continue exploring diverse topics and honing their writing skills to become effective communicators and critical thinkers. Good luck on your journey to mastering English writing!篇3Title: Self-Study Guide for English II - After-Class Writing Prompts and AnswersIntroduction:Self-study is an essential part of learning a language, especially for subjects like English II. To help students improve their writing skills, here are some after-class writing prompts and sample answers for reference.Writing Prompt 1: Discuss the impact of technology on communication.Answer:In today's digital age, technology has revolutionized the way we communicate. From instant messaging to video calls,technology has made it easier for people to connect with each other regardless of distance. However, this convenience has also led to a decrease in face-to-face interactions, which can affect the quality of communication. Overall, technology has both positive and negative impacts on communication, and it is important for individuals to strike a balance between virtual and real-life interactions.Writing Prompt 2: Describe your favorite book and explain why it resonates with you.Answer:One of my favorite books is "To Kill a Mockingbird" by Harper Lee. This classic novel explores themes of racism, prejudice, and justice through the eyes of a young girl growing up in the American South. The characters are well-developed, and the story is both heartwarming and thought-provoking. What resonates with me the most is the message of standing up for what is right, even in the face of adversity. "To Kill a Mockingbird" is a timeless work that continues to inspire readers around the world.Writing Prompt 3: Discuss the importance of cultural diversity in today's society.Answer:Cultural diversity plays a crucial role in shaping our society. It enriches our lives by exposing us to different perspectives, traditions, and values. Embracing diversity promotes tolerance, understanding, and mutual respect among individuals from various backgrounds. It also fosters creativity and innovation by bringing together different ideas and experiences. In a globalized world, cultural diversity is more important than ever, as it helps us build a more inclusive and harmonious society.Conclusion:These writing prompts and sample answers are designed to help students practice their writing skills and develop critical thinking. By exploring various topics and expressing their thoughts in written form, students can improve their language proficiency and communication abilities. Self-study is an effective way to enhance learning and achieve academic success in English II.。
COMP3308_Introduction to Artifical Intelligence_2014 Semester 1_Tutorial_w2-solutions
d) Initial state: You are at some location in the town. Goal test: You are at the pharmacy. Operators: Walk forward a bit; Turn right; Turn left; Look for “Pharmacy” sign; (perhaps also “Knock on locked door” and “Ask people where the pharmacy is”). Path cost: Number of steps.
exercise – the left-most node was expanded first)
c) DFS: 1, 2, 5, 6, 10, 11, 3, 7, 12, 13, 4, 8, 9
d) IDS: 1 1,2,3,4,
1,2,5,6,3,7,4,8,9, 1,2,5,6,10,11,3,7,12,13,4,8,9
零起点大学英语基础教程2-UnitPPT
03
reading comprehension
reading skill
Reading for Meaning: It is essential to read the text carefully and understand the main idea, as well as the details that support it. Skills such as predicting the main idea from the title or first paragraph, and summarizing the text in your own words, are crucial.
Answer Questions
Answering comprehension questions after reading an article can help you assess your understanding. It also helps in identifying areas where you may need to improve.
Multiple choice questions can be used to test listeners' comprehension of listening materials by providing them with a choice of possible answers.
Practice with fill-in-the-blank questions
Listening materials
Authentic
materials
Materials that are similar to real-life English usage, such as podcasts, news broadcasts, and conversations between native speakers.
全国英语等级考试第一级教程
The primary objective of NEPT Level 1 is to evaluate the test taker's basic English proficiency, including listening, speaking, reading, and writing skills
It is widely recognized and used for various purposes such as academic admissions, job applications, and immigration
The test is divided into different levels, with Level 1 being the entry level examination
• Vocabulary: A rich vocabulary allows for more precision and express communication Expand your vocabulary by reading broadly and actively learning new words and phrases
Analysis and Practice of Listening Sample
Questions
01
Sample question 1
Multiple choice question Listen to a conversation between two people and choose the correct answer based on what you hear
02
Sample question 2
国际贸易 英文题 带详细解析
Tutorial 2: Questions for Topic 2 of Part I BSuggested AnswersChapter 3 Page 126:Questions: 1, 2,5 & 9Problems: 1, 3, 4 & 5Questions1. a. What are the five basic mechanisms for establishing exchange rates?A NSWER.The five basic mechanisms for establishing exchange rates are free float, managed float, target-zone arrangement, fixed-rate system, and the current hybrid system.b. How does each work?A NSWER.In a free float, exchange rates are determined by the interaction of currency supplies and demands. Under a system of managed floating, governments intervene actively in the foreign exchange market to smooth out exchange rate fluctuations in order to reduce the economic uncertainty associated with a free float. Under a target-zone arrangement, countries adjust their national economic policies to maintain their exchange rates within a specific margin around agreed-upon, fixed central exchange rates. Under a fixed-rate system, such as the Bretton Woods system, governments are committed to maintaining target exchange rates. Each central bank actively buys or sells its currency in the foreign exchange market whenever its exchange rate threatens to deviate from its stated par value by more than an agreed-on percentage. Currently, the international monetary system is a hybrid system, with major currencies floating on a managed basis, some currencies freely floating, and other currencies moving in and out of various types of pegged exchange rate relationships.c. What costs and benefits are associated with each mechanism?A NSWER.Benefits of a Floating Rate System. At the time floating rates were adopted in 1973, proponents said that the new system would reduce economic volatility and facilitate free trade. In particular, floating exchange rates would offset international differences in inflation rates so that trade, wages, employment, and output would not have to adjust. High-inflation countries would see their currencies depreciate, allowing their firms to stay competitive without having to cut wages or employment. At the same time, currency appreciation would not place firms in low-inflation countries at a competitive disadvantage. Real exchange rates would stabilize, even if permitted to float in principle, because the underlying conditions affecting trade and the relative productivity of capital would change only gradually; and if countries would coordinate their monetary policies to achieve a convergence of inflation rates, then nominal exchange rates would also stabilize. Another benefit is that–as Milton Friedman points out–with a floating exchange rate, there never has been a foreign exchange crisis. The reason is simple: The floating rate absorbs the pressures that would otherwise build up in countries that try to peg the exchange rate while simultaneously pursuing an independent monetary policy. Forexample, the Asian currency crisis did not spill over to Australia and New Zealand because the latter countries had floating exchange rates. A floating rate system can also act as a shock absorber to cushion real economic shocks that change the equilibrium exchange rate.Costs of a Floating Rate System. Many economists point to excessive volatility as a major cost of a floating rate system. The experience to date is that the dollar's ups and downs have had little to do with actual inflation and a lot to do with expectations of future government policies and economic conditions. Put another way, real exchange rate volatility has increased, not decreased, since floating began. This instability reflects, in part, nonmonetary (or real) shocks to the world economy, such as changing oil prices and shifting competitiveness among countries, but these real shocks were not obviously greater during the 1980s than they were in earlier periods. Instead, uncertainty over future government policies has increased.Benefits of a Managed Float. The potential benefit of a managed float is that governments can reduce the volatility associated with a freely floating exchange rate.Costs of a Managed Float.The costs of a managed float stem from the demonstrated inability of governments to recognize the difference between a temporary exchange rate disequilibrium and a permanent one. By trying to manage exchange rates when a permanent shift in the equilibrium exchange rate has occurred, governments run the risk of creating an exchange rate crisis and wasting reserves.Benefits of a Target Zone Arrangement. The experience with the European Monetary System is that the target zone arrangement in effect forced convergence of monetary policy to that of the country–Germany–with the most disciplined anti-inflation policy and led to low inflation.Costs of a Target Zone Arrangement.Maintaining a genuinely stable target zone arrangement requires the political will to direct fiscal and monetary policies at that goal and not at purely national ones. This turns out to be difficult for countries to achieve. In the case of the European Monetary System, the result was periodic currency crises. Another cost of this system is that fundamental changes in the equilibrium exchange rate cannot get reflected in actual exchange rate changes without a currency crisis occurring.Benefits of a Fixed Rate System. A permanently fixed exchange rate system–such as that achieved by a currency board, dollarization, or monetary union–results in currency stability and the absence of currency crises. In a system such as existed under Bretton Woods, where there is a commitment to a fixed exchange rate system, but no mechanism to bind that commitment, you will have more monetary discipline than in a freely floating system and hence lower inflation than might otherwise be the case.Costs of a Fixed Rate System. In a permanently fixed system, the exchange rate cannot cushion the effects of real economic shocks, such as devaluation of a major competitor’s currency. Instead, prices must adjust. Given the lack of flexibility of many prices–because of government regulations or union restrictions–the result of these economic shocks can be higher unemployment and less economic growth. In a system such as Bretton Woods, the result of changes in the equilibrium exchange rate willlikely be currency crises and eventual devaluation or revaluation.Benefits of a Hybrid System. The current system gives countries the option to select the system that best meets their needs. However, all too often, the decision is based on political rather than economic calculations.Costs of a Hybrid System. The costs of a hybrid system, such as the one currently in place, is that there is no constraint on the choices that governments can make. The resulting choices can be good ones or bad ones.d. Have exchange rate movements under the current system of managed floating been excessive?Explain.A NSWER.Excessive movements would indicate that there are profits to be earned by betting against the market. In effect, if currency fluctuations are excessive they would exhibit the phenomenon of overshooting (i.e., currency rates would overreact to economic events and then return to equilibrium). There is no evidence that one could profit by betting that rate movements are excessive.2. Find a recent example of a nation's foreign exchange market intervention and note what thegovernment's justification was. Does this justification make economic sense?A NSWER.Finding an example of foreign exchange market intervention by a government should be pretty easy to do. The trick will be to find a coherent statement of what the government's justification was. Most of these justifications make little or no economic sense.5. The experiences of fixed exchange-rate systems and target-zone arrangements have not beenentirely satisfactory.a. What lessons can economists draw from the breakdown of the Bretton Woods system?A NSWER.Adjusting monetary growth rates is the principal way to stabilize exchange rates. For example, raising the value of the dollar relative to the yen requires tightening U.S. monetary policy relative to Japanese monetary policy. The experience of Bretton Woods and similar experiments demonstrates that conscious and explicit coordination of monetary policies among sovereign authorities is difficult. The problem stems from the inability of sovereign authorities to coordinate their monetary growth rates. An agreement to stabilize the dollar at, say, 150 yen would be relatively easy if it did not entail interdependent monetary policies, robbing the Federal Reserve, or the Bank of Japan, or both, of important degrees of monetary freedom.Both Japan and the United States have their own targets for growth and inflation and their own independent assessment of the macroeconomic policies required to attain those targets. Except by coincidence, independent policies and preferences will not mesh at a stable exchange rate. Given clashing preferences, the only alternatives to the "chaos" of floating are:(1) One side persuades the other to change its policies;(2) One side subordinates its policies to those of the other; or(3) Both sides subordinate their monetary policies to an external mechanism, such as a goldstandard.Absent (3), "international monetary reform" is the search for new ways to implement (1) or (2), or some combination. We saw that Bretton Woods collapsed because the subordination it entailed was intolerable to the United State. That is, the United States refused to follow economic policies that would maintain the value of gold at $35 an ounce. The basic lesson from Bretton Woods, therefore, is that stabilizing exchange rates requires dependence and subordination, not the freedom for everybody to do their own thing. But instead of changing policies to stay with the Bretton Woods system, the major countries simply dropped the system.b. What lessons can economists draw from the exchange rate experiences of the European MonetarySystem?A NSWER.Exchange rate stability requires that monetary policies be coordinated and geared towards maintaining exchange rate parities. The slow progress of the European community with respect to the EMS and policy coordination exemplifies the difficulties of achieving agreements on the many facets of economic policymaking. Implementing target zones on a wider scale would be all the more difficult. Differences in preferences, policy objectives, and economic structures account in part for these difficulties. More fundamentally, however, coordination of macroeconomic policies will not necessarily benefit all participant countries equally, and those that benefit the most may not be willing to compensate those that benefit least. In the EMS, Germany is less inflation-prone than the other members and is reluctant to cooperate at the risk of increasing its inflation rate.Another lesson is that in target-zone arrangements such as the EMS, a disproportionately large share of the adjustment burden will fall on the "weak" currency countries. Countries with appreciating currencies, trade surpluses, and increasing reserves are less prone to adjust than countries with depreciating currencies, trade deficits, or reserve losses. The convergence of inflation rates among the EMS countries supports this view. An equal sharing of the adjustment burden implies that inflation rates among member nations would converge to the average rate.Germany, however, has maintained a domestic monetary target of low or zero inflation, and often has refused to alter domestic monetary policy because of exchange rate considerations. Because of Germany's economic importance, the other member countries have had to adjust their domestic policies or their exchange rates to remain competitive in international markets. As a result, inflation rates have tended to converge toward Germany's lower rate.9. Comment on the following statement: "With monetary union, the era of protection for Europeanfirms and workers has come to an end."A NSWER. As explained in the answer to the previous question, wage flexibility is a substitute, albeit an imperfect one, for exchange rate flexibility. If exchange rates can no longer adjust in response todomestic imbalances, then wages need to become more flexible to avoid an increase in the already high rate of European unemployment. But labor market institutions in Europe tend to impede such flexibility. Their very purpose is to protect those currently working from the pressure of the unemployed. Nobody loses his or her job, or is obliged to accept a wage cut, even though there is a large pool of unemployed who would be willing to work at a lower wage. Job protection schemes, minimum wages, and generous unemployment benefits make it possible for unions to negotiate wage increases that are largely independent of the state of the labor market. Market flexibility is also critical for adapting to economic shocks without the aid of exchange rate changes. If a country has high unemployment because of low demand for its products, it is essential in a monetary union for firms to be able to shift resources rapidly toward products with greater demand. But throughout Europe, state subsidies, costly regulations, insufficient competition, government monopolies, and barriers to entry slow the pace of adjustment. Monetary union will force governments and society to confront the prospect that maintaining the current generous social welfare state will force a substantial increase in their already high level of unemployment, but--because of the strict Maestricht fiscal criteria–without the possibility of more state aid to mitigate the suffering.Problems1. During the currency crisis of September 1992, the Bank of England borrowed DM 33 billion fromthe Bundesbank when a pound was worth DM 2.78 or $1.912. It sold these DM in the foreign exchange market for pounds in a futile attempt to prevent a devaluation of the pound. It repaid these DM at the post-crisis rate of DM 2.50:£1. By then, the dollar:pound exchange rate was $1.782:£1.a. By what percentage had the pound sterling devalued in the interim against the Deutsche mark?Against the dollar?A NSWER. During this period, the pound depreciated by 10.1% against the poundand by 6.8% against the dollarb. What was the cost of intervention to the Bank of England in pounds? In dollars?A NSWER.The Bank of England borrowed DM 33 billion and must repay DM 33 billion. When it borrowed these DM, the DM was worth £0.3597, valuing the loan at £11.87 billion (DM 33 billion x 0.3597). After devaluation, the DM was worth £0.4000. Hence, the Bank of England's cost of repayingthe DM loan was £13.20 billion (DM 33 billion x 0.4), a rise of £1.33 billion. Thus, the cost to the Bank of England of this DM borrowing and intervention was £1.33 billion.In dollar terms, intervention cost the Bank of England $825 million. This estimate is based on the difference of $0.025 between the DM's initial value of $0.6878 (1.912/2.78) and its ending value of $0.7128 (1/2.50) times the DM 33 billion borrowed and spent defending the pound. Specifically, the cost calculation is $0.025 x 33,000,000,000 = $825 million.3. A Dutch company exporting to France has FF 3 million due in 90 days. Suppose that the currentexchange rate is FF 1 = Dfl 0.3291.a. Under the exchange rate mechanism, and assuming central rates of FF 6.45863/ECU and Dfl2.16979/ECU, what is the central cross-exchange rate between the two currencies?A NSWER.Given central rates of DFl 2.16979:ECU and FF 6.45863:ECU for the Dutch guilder and French franc, respectively, the central cross rate between the two currencies is DFl 1 = FF 2.97662 (6.45863/2.16979). Equivalently, FF 1 = DFl 0.335952 (2.16979/6.45863).b. Based on the answer to part a, what is the most the Dutch company could lose on its French francreceivable, assuming that France and the Netherlands stick to the ERM with a 15% band on either side of their central cross rate?A NSWER.At worst, the French franc can fall by 15% relative to its central guilder cross rate, to a cross-exchange rate of FF 1 = DFl 0.285559 (0.335952 x 0.85). Since the current exchange rate is FF 1 = DFl 0.3291, the most the Dutch company can lose on its FF 3 million receivable is 3,000,000 x (0.3291 - 0.285559) = DFl 130,622.c. Redo part b, assuming the band was narrowed to 2.25%.A NSWER. If the band were narrowed to 2.25%, then the minimum value for the French franc would be DFl 0.328393 and the maximum loss that the Dutch company could sustain would be 3,000,000 x (0.3291 - 0.328393) = DFl 2,121.d. Redo part b, assuming you know nothing about the current cross-exchange rate.A NSWER. Knowing nothing about the current cross-exchange rate, the worst that could happen is that the cross rate would be at its upper bound of DFl 0.386345 (0.335952 x 1.15) and it falls to its lower bound of 0.285559 (established in the answer to part b). In this case, the maximum possible loss is 3,000,000 x (0.386345 - 0. 285559) = DFl 302,357.4. Panama adopted the U.S. dollar as its official paper money in 1904. There is currently about $400million to $500 million in U.S. dollars circulating in Panama. If interest rates on U.S. Treasury securities are 7%, what is the value of the seigniorage that Panama is forgoing by using the U.S.dollar instead of its own-issue money?A NSWER. Instead of using U.S. dollars as its currency in circulation, the Panamanian government could substitute its own currency and invest the $400 million to $500 million in U.S. Treasury securities. This policy would earn the Panamanian government $28 million to $35 million annually at the current 7% interest rate. Thus, the Panamanian government is foregoing seigniorage worth $28 million to $35 million annually. The present value of this seigniorage equals the amount of U.S. dollars in circulation, or $400 million ($28 million/.07) to $500 million ($35 million/.07).5. By some estimates, $185 billion to $260 billion in currency is held outside the United States.a. What is the value to the United States of the seigniorage associated with these overseas dollars ?Assume that dollar interest rates are about 6%.A NSWER. The annual value of seigniorage equals the foregone interest on the currency held outside the United States. Based on the numbers presented in the question, this annual value varies between $11.1 billion (0.06 x $185 billion) and $15.6 billion (0.06 x $260 billion). If this money stays overseas permanently, then the value of seigniorage is just equal to the amount of dollars held outside the United States, or $185 billion to $260 billion. In other words, the United States receives goods and services worth this amount of money from foreigners and paid for them with pieces of green paper that are never redeemed for U.S. goods and services.b. Who in the United States realizes this seigniorage?A NSWER. The U.S. government realizes this seigniorage. Who in the United States benefits from this seigniorage is an issue in political economy and depends what the government does with the money: cuts taxes, spends it (which raises the further question of on whom), uses it to reduce the deficit, etc.。
Tutorial_2_solutions
1.Maria can read 20 pages of economics in an hour. She can also read 50 pages of sociology inan hour. She spends 5 hours per day studying.a.Draw Maria production possibilities frontier for reading economics and sociology.b.What is Maria’s opportunity cost o f reading 100 pages of sociology?2.Suppose that there are 10 million workers in Canada and that each of these workers canproduce either 2 cars or 30 bushels of wheat in a year.a.What is the opportunity cost of producing a car in Canada? What is the opportunitycost of producing a bushel of wheat in Canada? Explain the relationship between theopportunity costs of the two goods.b.Draw Canada’s production possibilities frontier. If Canada chooses to consume 10million cars, how much wheat can it consume without trade? Label this point on theproduction possibilities frontier.c.Now suppose that the United States offers to buy 10 million cars from Canada inexchange for 20 bushels of wheat per car. If Canada continues to consume 10 millioncars, how much what does this deal allow Canada to consume? Label this point onyour diagram. Should Canada accept the deal?3.Are these statements true or false?a.It is possible for two countries to achieve gains from trade even if one of thecountries has an absolute comparative advantage in the production of all goods.b.Some people have a comparative advantage in everything they do.c.When two people decide to trade, if the trade is good for one person it cannot begood for the other person.d.Trades that make a country better off cannot harm any individual of that country.4.Suppose that all goods can be produced with fewer worker hours in Germany than in France:a.In what sense is the cost of all goods lower in Germany than in France?b.In what sense is the cost of some goods lower in France?c.If Germany and France traded with each other, would both countries be better off asa result?5.England and Scotland both produce scones and sweaters. Suppose that an English workercan produce 50 scones per hour or 1 sweater per hour. Suppose that a Scottish worker can produce 40 scones per hour or 2 sweaters per hour.a.Which country has the absolute advantage in the production of each good? Whichcountry has the comparative advantage?b.If England and Scotland decide to trade, which commodity will Scotland trade toEngland? Explain.c.If a Scottish worker could produce only 1 sweater per hour, would Scotland still gainfrom trade? Explain.1.a. See graph below. If Maria spends all five hours studying economics, she can read 100 pages, so that isthe vertical intercept of the production possibilities frontier. If she spends all five hours studying sociology, she can read 250 pages, so that is the horizontal intercept. The opportunity costs are constant, so the production possibilities frontier is a straight line.b. It takes Maria two hours to read 100 pages of sociology. In that time, she could read 40 pages ofeconomics. So the opportunity cost of 100 pages of sociology is 40 pages of economics.2.a. Because a Canadian worker can make either two cars a year or 30 bushels of wheat, the opportunity costof a car is 15 bushels of wheat. Similarly, the opportunity cost of a bushel of wheat is 1/15 of a car. The opportunity costs are the reciprocals of each other.b. See graph below. If all ten million workers produce two cars each, they produce a total of 20 million cars,which is the vertical intercept of the production possibilities frontier. If all ten million workers produce 30 bushels of wheat each, they produce a total of 300 million bushels, which is the horizontal intercept of the production possibilities frontier. Because the trade-off between cars and wheat is always the same, the production possibilities frontier is a straight line. If Canada chooses to consume ten million cars, it will need five million workers devoted to car production. That leaves five million workers to produce wheat, who will produce a total of 150 million bushels (five million workers times 30 bushels per worker). This is shown as point A in the graph.c. If the United States buys 10 million cars from Canada and Canada continues to consume10 million cars, then Canada will need to produce a total of 20 million cars. So Canadawill be producing at the vertical intercept of the production possibilities frontier. However, if Canada gets20 bushels of wheat per car, it will be able to consume 200 million bushels of wheat, along with the 10million cars. This is shown as point B in the figure. Canada should accept the deal because it gets the same number of cars and 50 million more bushels of wheat.3.a. True; two countries can achieve gains from trade even if one of the countries has an absolute advantagein the production of all goods. All that's necessary is that each country have a comparative advantage in some good.b. False; it is not true that some people have a comparative advantage in everything they do. In fact, noone can have a comparative advantage in everything. Comparative advantage reflects the opportunity cost of one good or activity in terms of another. If you have a comparative advantage in one thing, you must have a comparative disadvantage in the other thing.c. False; it is not true that if a trade is good for one person, it can't be good for the other one. Trades canand do benefit both sides especially trades based on comparative advantage. If both sides didn't benefit, trades would never occur.d. False; trade that makes the country better off can harm certain individuals in the country. For example,suppose a country has a comparative advantage in producing wheat and a comparative disadvantage in producing cars. Exporting wheat and importing cars will benefit the nation as a whole, as it will be able to consume more of all goods. However, the introduction of trade will likely be harmful to domestic autoworkers and manufacturers.4.a. The cost of all goods is lower in Germany than in France in the sense that all goods can be produced withfewer worker hours.b. The cost of any good for which France has a comparative advantage is lower in France than in Germany.Though Germany produces all goods with less labor, that labor may be more valuable in the production of some goods and services. So the cost of production, in terms of opportunity cost, will be lower in France for some goods.c. Trade between Germany and France will benefit both countries. For each good in which it has acomparative advantage, each country should produce more goods than it consumes, trading the rest to the other country. Total consumption will be higher in both countries as a result.5.a. English workers have an absolute advantage over Scottish workers in producing scones, since Englishworkers produce more scones per hour (50 vs. 40). Scottish workers have an absolute advantage over English workers in producing sweaters, since Scottish workers produce more sweaters per hour (2 vs. 1).Comparative advantage runs the same way. English workers, who have an opportunity cost of 1/50 sweater per scone (1 sweater per hour divided by 50 scones per hour), have a comparative advantage in scone production over Scottish workers, who have an opportunity cost of 1/20 sweater per scone (2 sweaters per hour divided by 40 scones per hour). Scottish workers, who have an opportunity cost of 20 scones per sweater (40 scones per hour divided by 2 sweaters per hour), have a comparative advantage in sweater production over English workers, who have an opportunity cost of 50 scones per sweater (50 scones per hour divided by 1 sweater per hour).b. If England and Scotland decide to trade, Scotland will produce sweaters and trade them for sconesproduced in England. A trade with a price between 20 and 50 scones per sweater will benefit both countries, as they'll be getting the traded good at a lower price than their opportunity cost of producing the good in their own country.c. Even if a Scottish worker produced just one sweater per hour, the countries would still gain from trade,because Scotland would still have a comparative advantage in producing sweaters. Its opportunity cost for sweaters would be higher than before (40 scones per sweater, instead of 20 scones per sweater before).But there are still gains from trade since England has a higher opportunity cost (50 scones per sweater).。
tutorial节选
Things to Know Before Getting Started with eQUEST Whole building analysis. eQUEST is designed to provide whole Building performance analysis to buildings professionals, i.e., owners, designers, operators, utility & regulatory personnel, and educators. Whole building analysis recognizes that a building is a system of systems and that energy responsive design is a creative process of integrating the performance of interacting systems, e.g., envelope, fenestration, lighting, HVAC, and DHW.在开始之前需要知道的事情与eQUEST关于整个建筑的分析。
eQUEST旨在提供整个建筑性能分析建筑专业人士,即所有者,设计师、运营商、实用工具和监管人员,和教育家。
从整个建筑分析认识到建筑是一个系统的系统和能量响应设计是一种创造性的整合过程性能交互的系统,例如,维护结构、开窗、照明、空调和DHW。
Therefore, any analysis of the performance consequences of these building systems must consider the inter actions between them … in a manner that is both compre hensive and affordable (i.e., model preparation time, simulation runtime, results trouble shooting time, and results reporting).因此,任何分析的性能影响这些建筑系统必须考虑…它们之间的交互的方式,既全面和负担得起的(例如,模型的准备时间,模拟运行时间,结果故障排除时间,和结果报告)。
eee220_tutorial_questions
UNIVERSITY OF SHEFFIELDDepartment of Electronic and Electrical EngineeringEEE220 ELECTRIC AND MAGNETIC FIELDSTUTORIAL QUESTIONSILF/AT/JLW 20061. What is the force between two point charges of 1C, separated by lm? What mass would havea weight of this magnitude?Ans. : 8.99 × 109 N, 106 tonnes approximately2. (a) What is the field at (3,2,1) due to a charge +3 × 10-6C at (0,0,0)?(b) What is the field at (3,2,1) due to a charge -3 × 10-6C at (0,0,0)?(c) What is the field at (1,2,3) due to a charge +3 × 10-6C at (0,0,0)?(d) What is the field at (-1,-2,-3) due to a charge +3 × 10-6C at (0,0,0)?(e) Are the fields in these four cases equal in magnitude? Explain your answer.Ans. : (a) : (1.54 × 103, 1.03 × 103, 5.15 × 102) Vm-1(b) : (-1.54 × 103, -1.03 × 103, -5.15 × 102) Vm-1(c) : (5.15 × 102, 1.03 × 103, 1.54 × 103) Vm-1(d) : (-5.15 × 102, -1.03 × 103, -1.54 × 103) Vm-13. (a) What is the field at (5,5,0) due to a charge +10-5 C at (2,2,0) ?(b) What is the field at (5,5,0) due to a charge -2 × 10-5 C at (7,1,0) ?(c) What is the total field at (5,5,0) due to these two charges?(d) What force acts on a charge 10-6C at (5,5,0) due to these two charges?Ans. : (a) (3.53 × 103, 3.53 × 103, 0) Vm-1(b) (4.02 × I03, -8.04 × 103, 0) Vm-1(c) (7.55 × 103, -4.51 × 103, 0) Vm-1(d) (7.55 × 10-3, -4.51 × 10-3, 0) N4. (a) An infinitely long wire parallel to the Z axis passes through the point (0,1,0) andcarries a charge per unit length of +3 × 10-6 Cm-1. Calculate the electric field at thepoint (1,0,0).(b) A second infinitely long wire parallel to the Z axis passes through the point (0,-1,0)and carries a charge +10-6 Cm-1. What is the total field due to the two wires at thepoint (1,0,0)?(c) What force would act on a charge of 10-7 C at (1,0,0) due to this total field?(2.70× 104, -2.70 × 104, 0) Vm-1(a):Ans.(b) (3.60 × 104, -1.80 × 104, 0) Vm-1(c) (3.60 × 10-3, -1.80 × 10-3, 0) N5.For a wire of length 2L , with a charge per unit length of q , show that the E y component of the field would be given at (x,y) by :()()1122022224y q L x L xE y L x y L x y πε⎡⎤⎢⎥+−=+⎢⎥⎢⎥⎡⎤⎡⎤++−+⎢⎥⎣⎦⎣⎦⎣⎦The origin is at the centre of the wire, and the X-axis along the wire. [Hint : the calculation is exactly as for an infinitely long wire, except the limits of integration will be different. Therefore all that is needed is to work out the new limits to put into the result of the integration].6.An engineer knows that a particular straight wire of length 10m carries a charge of 10-5 Cm -1, and wants to calculate the electric field due to this at a perpendicular distance of 1m from the centre point of the wire. Unfortunately, the engineer cannot remember the formula derived in question 5 for the field due to a wire of finite length, but does remember that due to an infinitely long wire. What percentage error will result from using the latter?Ans. : 2%7.Three infinite plane parallel sheets of charge S 1, S 2 and S 3 carry uniformly distributed charges of density +10-7 Cm -2, -2 × 10-7 Cm -2, and +3 × 10-7 Cm -2 respectively. The sheets are perpendicular to the X-direction, with S 1 at x = 10mm, S 2 at x = 30mm, and S 3 at x = 40mm. (a) What is the electric field due to these charge sheets? (b) What is the potential difference between S 1 and S 2, and between S 2 and S 3?Ans. :(a) E y = 0, E z = 0. E x depends on position relative to charge sheets;to left of S 1 E x = -11.3 × 103 Vm -1, between S 1 and S 2 0 Vm -1, between S 2 and S 3 -22.6 × 103 Vm -1, and to right of S 3 11.3 × 103 Vm -1 (b) 0V; 226V8.Two infinite plane parallel sheets separated by 10mm, carry charges of density +10-6 Cm -2 and -10-6 Cm -2. What is the force per unit area on these charge sheets?Ans. : 5.65 × 10-2 Nm -29. A charge q 1 = 10-3 C is situated at A in the figure, and a charge q 2 = 10-5 C at B .(a) How much work has to be done to move q 2 from B to C along path 1? (b) How much work has to be done to move q 2 from B to D along path 2? (c) How much work has to be done to move q 2 from B to D along path 3? (d) Is the work done in moving q 2 from B to C done by the field of q 1? (e) If q 2 = -10-5 C how much work has to be done to move q 2 from B to C ? (f) Is work done by the field of q 1?Ans. : (a) 60J; (b) 60J; (c) 60J; (d) yes; (e) 60J; (f) no10.A distribution of charge produces an electric potential given by :223x yz Φ=+What is the electric field at the points (1, 2, 3) and (-1, -1, -1) ?Ans. : (-4, -9, -6) Vm -1 , (4, 3, 3) Vm -111. A point charge +q 1 is located at (0, a, 0), and a point charge -q 1 is located at (0, -a, 0). (a) What is the potential due to these charges at the point (x, y, z)(b)Simplify this expression assuming a and using the binomialexpansion ()11nu nu +≈+(c) Differentiate the expression for φ from (b) to get the field components at (x, y, z).Ans. (b) : ()13222202q ayx y z φπε=++(c)()152220232x q a xy E x y z πε⎛⎞⎜⎟=⎜⎟⎜⎟++⎝⎠()()2153222222022312y q a y E x y z x y z πε⎛⎞⎜⎟=−⎜⎟⎜⎟++++⎝⎠()12220232z q a zy E x y z ⎛⎞⎜⎟=⎜⎟⎜⎟++⎝⎠12.The figure shows a cross-section of two parallel wires each of radius a separated by a distance h in free space. One carries a charge q + Cm -1 the other a charge q − Cm -1(a) Calculate the electric field at P, a distance x from the centre of one of the conductors on a line joining their centres.(b) Calculate the potential difference between the wires by integrating the expression for the electric field.(c) Derive an expression for the capacitance per unit length of the wires.Ans. : (a)0112q x h x πε⎛⎞+⎜⎟−⎝⎠ ; (b) 0ln q h a a πε−⎛⎞⎜⎟⎝⎠ ; (c) 0ln h a a πε−⎛⎞⎜⎟⎝⎠13.A plane capacitor consists of two metal foils separated by a thin dielectric layer. The relative permittivity of the dielectric is 8, and the thickness of the layer is 10-2 mm. If the capacitor is charged to l00V, what is the charge per unit area on the plates, and what is the electric field inside the capacitor?Ans. : 7.08 × 10-4 Cm -2, 107 Vm -114.The figure shows a long straight rod of radius a and length L , which has a total charge Q uniformly distributed along its length. L is much greater than a , so end effects can be neglected. The imaginary surface S is cylindrical and coaxial with the rod.(a) What is the total charge enclosed by S ? (b) What is the electric flux out of S ?(c) What is the electric field due to the rod at the surface of S ?Ans. : (a)Q L ; (b) 0Q L ε; (c) 02Q rL πε15.A capacitor is made of two coaxial conducting cylinders of length L , separated by air. The inner cylinder is of radius a and carries a charge Q ; the outer is of radius b and carries a charge -Q . Assume that L is much greater than a or b so that end effects can be neglected.(a) Draw the electric field lines between the cylinders(b) What is the electric field in the region between the two cylinders?(c) Integrate this expression for the electric field to calculate the potential difference between the cylinders(d) Hence deduce an expression for the capacitance between the two conductorsAns. : (b)02Q rL πε; (c) 0ln 2Q b L a πε⎛⎞⎜⎟⎝⎠; (d) 02ln L b a πε⎛⎞⎜⎟⎝⎠16. A long straight wire of diameter 1mm carries a current of 50A.(a) Calculate the B field at the surface of the wire, and at distances of 10mm, 0.1m and 1m from the axis of the wire using the formula for an infinitely long wire.(b)If the wire is 1m long, calculate the B field 10cm. from the axis of the wire at its mid-point. You may neglect the B field due to the current flowing in the rest of the circuit. What would be the percentage error in assuming that the formula for an infinitely long wire applied in this case?Ans. : (a) 20mT, 1mT, 0.1mT, 10µT (b) 2%17.A long wire carrying a current of 100A is placed in a uniform field of 5mT. The wire is at right angles to field. Find where the resultant field is zero.Ans. : On a line parallel to the wire and 4mm from it.18.The figure shows an infinite number of infinitely long parallel fine wires each carrying a current I , the currents all being in the same direction. Show that the B field is of the form shown in the figure and of magnitude02nIB μ=where n is the number of wires per unit length.19.The figure shows two identical current loops of radius a , carrying the same current I , and separated by a distance d . What is the field at P , a distance x from the centre of one of the loops, along their common axis? If the separation of the loops is equal to their radius, i.e. d = a , deduce an expression for the variation of B along the axis from x = 0 to x = a . What is the value of B at the mid-point between the loops for I = 10A, and a = 0.1m? Sketch the form of the variation of B from x = 0 to x = a .Ans. : 8.98 × 10-5 T20.The figure shows the cross-section of several current carrying conductors; the magnitudes and directions of the currents are indicated. What is the value of the line integral of B for the paths indicated? Ans. : (a) 20μA; (b) 10μA; (c) -40μA; (d) -70μA; (e) 021. A wire of radius 2mm carries a current of 10A. Assuming the wire is infinitely long, so thatthe field is symmetric about the wire, use Ampère's law to calculate the B field at distances of 50mm, 10mm, 2mm and 1mm from the axis of the wire. For the last distance assume that the current is uniformly distributed inside the wire. Ans. : 4 × 10-5 T; 2 × 10-4 T; 10-3 T; 5 × 10-4 T22.The figure shows the cross-section of a long coaxial cable, which consists of two concentric conductors, shown shaded, insulated from each other. A current I flows out of the figure, in the inner conductor, and into the figure in the outer conductor, the currents being assumed to be distributed uniformly within each conductor. Calculate the variation of the B field with position, (a) inside the inner conductor, i.e. r a ≤ (b) between the two conductors, i.e. a r b ≤≤ (c) within the outer conductor, i.e. b r c ≤≤ (d) outside the outer conductor, i.e. c r ≤Ans. : (a) 022Ir a μπ; (b) 02Ir μπ; (c) ()()220222I c rr c bμπ−−; (d) 023. The figure shows an infinite number of parallel fine wires, n per unit length, each carrying acurrent I. The form of the B field is as shown. Using Ampere's law for the path labelled (a),show that the B field on either side of the wires is/2 nIμ.24. The figure shows a wire M carrying a 50Hz, 4A, rms current from the mains, which runsclose to a circuit R which a student has constructed. This circuit is shown for simplicity as a rectangle but could well consist of resistors, transistors, etc. mounted on a printed circuit board. What emf is induced in the circuit R?Ans. : 22µV rms25. The figure shows a rectangular loop which is drawn out of an applied uniform magnetic fieldB with a constant velocity v. If 100mm=, B = 1T, and v = 10ms-1, what emf is induced?Ans. : 1V26. Estimate the magnitude of the force per unit length on a mains cable carrying a current of 1Arms, assuming that the centres of the live and neutral leads are 2mm apart. In which direction does the force act?Ans. : 10-4 Nm-127. (a) Estimate the magnitude of the force per unit length between the cables of an overheadtransmission line if the cables are 1m apart. Assume that the current is 1000A.(b) Estimate the magnitude of the force per unit length on one of these cables due to theearth's magnetic field of 10-4 T.(c) Are the forces calculated in parts (a) and (b) above comparable to the gravitationalforces on the cables?Ans. : (a) 0.2 Nm-1; (b) 0.1 Nm-128. (a) For the linear electrical generator, show that the power consumed by the resistor R is222B vR(b) The work done in moving the slider A1A2 is (force) × (distance) where the forcearises from the interaction of the current in the circuit with the B field. Show that therate of doing work is BI v .(c) Show that the rate of doing mechanical work is equal to the power consumed by theresistor.29. A copper wire of square cross-section, side 1mm, carries a current of 0.1A perpendicular to amagnetic field of 0.8T. What is the Hall voltage if the number of charge carriers in copper is8.4 × 1028 m-3 ?Ans. : 5.95 nV30. The electrons in a cathode ray tube (CRT) are accelerated by a 5kV voltage to a velocity ofabout 4 × 107 ms-1. Estimate the magnitude of the force on each electron due to the earth's magnetic field of 10-4 T. How does this force compare to the gravitational force on the electron? What electric field would produce a force of magnitude of that due to the magnetic field?Ans. : 6.4 × 10-16 N, 8.9 × 10-30 N, 4 × 103 Vm-1。
英语泛读教程第二册(第三版)Unit5Cheating
Types and impacts of deception
Paragraph 3
Discuss the second point in detail, again providing evidence and examples.
Paragraph 4
Summarize the main points and provide a conclusion or
a call to action.
03
Violating this duty can lead to feelings of guilt and remorse, as well as damage to personal reputation and character.
05
Intentional deception can be illegal, depending on the circumstances and the law of the jurisdiction.
to body language, facial expressions, and other cues.
Words and expressions
Some important words and expressions in this unit include "effective communication", "clear", "honest", "respectful", "conflict resolution", "nonverbal communication", "body language", "facial expressions", and "cues".
Tutorial_3
Department of FinanceFNCE30001 InvestmentsSemester 2, 2015Assignment 3: The CAPMNote: Solutions will be provided on the LMS for questions with a “*” next to them. The remaining questions will be discussed during tutorials, to the extent possible.PART AProblem 1*P1.1 [Questions 1 on page 173 of Bodie, et al Principles of Investments]Suppose investors believe that the standard deviation of the market-index portfolio has increased by 50%. What does the CAPM imply about the effect of this change on the required rate of return on CBA’s investment projects?P1.2 [Question 7 on page 174 of Bodie, et al Principles of Investments]Are the following statements true or false? Explain.a. Shares with a beta of zero offer an expected rate of return of zero.b. The CAPM implies that investors require a higher return to hold highly volatile securities.c. You can construct a portfolio with a beta of 0.75 by investing 0.75 of the budget in T-notes and the remainder in the market portfolio.P1.3 [Question 8 on page 174 of Bodie, et al Principles of Investments]Consider the following table, which gives a security analyst’s predicted return on two shares for two particular market returns:Market return (%) Aggressive share (%) Defensive share (%)5 2 3.520 32 14pute an “approximate” beta for each share as the change in share return per unitchange in the market returnb.What is the expected rate of return on each share if the market return is equally likely tobe 5% or 20%?c.If the T-note rate is 8% and the market return is equally likely to be 5% or 20%, drawthe SML for this economy.d.Plot the two securities on the SML graph using the approximate betas you computed in a.What are the alphas of each?e.What hurdle rate should be used by the management of the aggressive firm for a projectwith the risk characteristics of the defensive firm’s share?For the next three questions, assume the risk-free rate is 8% and the expected rate of return on the market is 18%P1.4[Question 16 on page 175 of Bodie, et al Principles of Investments]A share is now selling for $100. It will pay a dividend of $9 per share at the end of the year. Its beta is 1.0. What do investors expect the share to sell for at the end of the year?P1.5 [Question 17 on page 175 of Bodie, et al Principles of Investments]Taren is buying a firm with an expected perpetual cash flow of $1000 but is unsure of its risk. If Taren thinks the beta of the firm is zero, when the beta is really 1.0, how much more will she offer for the firm than it is truly worth?P1.6 [Question 18 on page 175 of Bodie, et al Principles of Investments]A share has an expected return of 6%. What is its beta?Problem 2P2.1[Question 6 on page 174 of Bodie, et al Principles of Investments]You are a consultant to a large manufacturing corporation considering a project with the following net after-tax cash flows (in millions of dollars)Years from now After-tax cash flow0 -201-9 1010 20The project’s beta is 1.7. Assuming r f=9% and E(r M)=19%, what is the net present value of the project? What is the highest possible beta estimate for the project before its NPV becomes negative?P2.2 [Question 19 on page 175 of Bodie, et al Principles of Investments]Two investment advisers are comparing performance. One averaged a 19% return and the other a 16% return. However, the beta of the first adviser was 1.5, while that of the second was 1.0.a. Can you tell which adviser was a better selector of individual shares (aside from the issue of general movements in the market)?b. If the T-note rate were 6% and the market return during the period were 14%, which adviser would be the superior share selector?c. What if the T-note rate were 3% and the market return 15%?P2.3 [Question 20 on page 175 of Bodie, et al Principles of Investments]Suppose the yield on short-term government securities (perceived to be risk-free) is about 4%. Suppose also that the expected return required by the market for a portfolio with a beta of 1.0 is 12%. According to the capital asset pricing model:a. What is the expected return on the market portfolio?b. What would be the expected return on a zero-beta share?c. Suppose you consider buying a share at a price of $40. The share is expected to pay a dividend of $3 next year and to sell then for $41. The share risk has been evaluated at ββ=-0.5. Is the share overpriced or underpriced?Problem 3*[Chapter 7: CFA question 2 on page 177 of Bodie, et al Principles of Investments]Tiane Atkin, a portfolio manager at Zerbas Asset Management, is using the capital asset pricing model for making recommendations to her clients. Her research department has developed the information shown in the following:Forecasted returns, standard deviations and betasForecasted return(%)Standarddeviation (%)BetaShare X 14.0 36 0.8Share Y 17.0 25 1.5 Market Index 14.0 15 1.0Risk-free rate 5.0a.Calculate expected return and alpha for each share.b.Identify and justify which share would be more appropriate for an investor who wantsto:i.Add this share to a well-diversified equity portfolioii.Hold this share as a single-share portfolio.PART B (Due on the week of 17 August)Problem 4 [Chapter 7: Questions 9-15 on page 174-5 of Bodie, et al Principles of Investments] If the simple CAPM is valid, which of the situations in questions P4.1-P4.7 below are possible? Explain. Consider each situation independently.P4.1Portfolio Expected return (%) BetaA 20 1.4B 25 1.2P4.2Portfolio Expected return (%) Standard deviation (%)A 30 35B 40 25P4.3Portfolio Expected return (%) Standard deviation (%) Risk-free 10 0Market 18 24A 16 12P4.4Portfolio Expected return (%) Standard deviation (%) Risk-free 10 0Market 18 24A 16 22P4.5Portfolio Expected return (%) BetaRisk-free 10 0Market 18 1.0A 16 1.5P4.6Portfolio Expected return (%) BetaRisk-free 10 0Market 18 1.0A 16 0.9P4.7Portfolio Expected return (%) Standard deviation (%) Risk-free 10 0Market 18 24A 20 22。
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Tutorial 2-chapters 5, 6 and 12
Multiple Choice
Identify the choice that best completes the statement or answers the question.
246810121416Quantity
____ 1. Refer to Figure 1.For prices above $8, demand is price
a. elastic, and total revenue will rise as price rises.
b. inelastic, and total revenue will rise as price rises.
c. elastic, and total revenue will fall as price rises.
d. inelastic, and total revenue will fall as price rises.
36912151821242730quantity
____ 2. Refer to Figure 2.At which price would a price ceiling be nonbinding?
a. $2
1
b. $3
c. $4
d. $6
____ 3. When calculating a firm's profit, an economist will subtract only
a. explicit costs from total revenue because these are the only costs that can be measured
explicitly.
b. implicit costs from total revenue because these include both the costs that can be directly
measured as well as the costs that can be indirectly measured.
c. the opportunity costs from total revenue because these include both the implicit and
explicit costs of the firm.
d. the marginal cost because the cost of the next unit is the only relevant cost.
____ 4. A firm produces 400 units of output at a total cost of $1,200. If total variable costs are $1,000,
a. average fixed cost is 50 cents.
b. average variable cost is $2.
c. average total cost is $2.50.
d. average total cost is 50 cents.
____ 5. Variable cost divided by the change in quantity produced is
a. average variable cost.
b. marginal cost.
c. average total cost.
d. None of the above is correct.
2
Short Answer
1. You own a small town movie theatre. You currently charge $5 per ticket for everyone who comes to your
movies. Your friend who took an economics course in college tells you that there may be a way to
increase your total revenue. Given the demand curves shown, answer the following questions.
102030405060708090100Quantity
510152025303540455055606570Quantity
a. What is your current total revenue for both groups?
b. The elasticity of demand is more elastic in which market?
c. Which market has the more inelastic demand?
d. What is the elasticity of demand between the prices of $5 and $2 in the adult market? Is
this elastic or inelastic?
e. What is the elasticity of demand between $5 and $2 in the children's market? Is this
elastic or inelastic?
f. Given the graphs and what your friend knows about economics, he recommends you
increase the price of adult tickets to $8 each and lower the price of a child's ticket to $3.
How much could you increase total revenue if you take his advice?
2. Using the graph shown, answer the following questions.
3
a. What was the equilibrium price in this market before the tax?
b. What is the amount of the tax?
c. How much of the tax will the buyers pay?
d. How much of the tax will the sellers pay?
e. How much will the buyer pay for the product after the tax is imposed?
f. How much will the seller receive after the tax is imposed?
g. As a result of the tax, what has happened to the level of market activity?
1020304050607080quantity
3. How would a production function that exhibits decreasing marginal product affect the shape of the total
cost curve? Explain or draw a graph.
4。