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托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。

Assignment2(1)

DS 310Assignment 2Please submit your solution to Canvas by 11:59pm,February 24th.Problem 1-Logistic Regression (10pts)Let g (z )=11+e −z be the logistic function.Please •(5pts)Show that d dz g (z )=g (z )(1−g (z ))•(5pts)Show that 1−g (z )=g (−z )•(Optional)Consider the cross entropy loss function for logistic regression simpliﬁed so there is only one training example:J (θ)=−y log h θ(x )−(1−y )log(1−h θ(x )),h θ(x )=g (θT x )=11+e −θT x (1)Show that the partial derivative with respect to θj is:∂∂θj J (θ)=(h θ(x )−y )x j (2)Problem 2-Multi-class Logistic Regression (10pts)For multi-class classiﬁcation using binary logistic regression,one way is to use the One-vs-All (One-vs-Rest)as we discussed in the class.Another way is to extend the binary logistic regression to multi-class logistic regression using softmax function.Assume there are K classes,for a data sample x ∈R n ×1,the predicted probability that x belongs to class k is given as (for simplicity,we don’t add intercept)P (y =k |x ;W )=exp(w T k x ) K i =1exp(w T i x )(3)where w k ∈R n ×1is the parameters to be learned.•(3pts)Please simplify Eq.(3)for K=2.Does the simpliﬁed one have the same formatas binary logistic regression?Hint:exp(w T 2x )exp(w T 1x )=exp((w 2−w 1)T x )•(5pts)Assume that K=3,x =[1,2,2],w 1=[1,0,1],w 2=[0,1,1]and w 3=[1,1,0],please calculate P (y =1|x ;W ),P (y =2|x ;W ),and P (y =3|x ;W ).•(2pts)For the above example,i.e.,x =[1,2,2].Based on the calculation,which class should we classify x =[1,2,2]and why?•(Optional)For simplicity of notation,let’s denote y k =P (y =k |x ;W ),with P (y =k |x ;W )=exp(w T k x ) K i =1exp(w T i x )as deﬁned in Eq.(3),please derive the partial derivative ∂y k ∂w j ,j =kProblem 3(5pts)You run gradient descent for 15iterations with α=0.3and compute J (θ)after each iteration.You ﬁnd that the value of J (θ)decreases quickly then levels oﬀ.Based on this,which of the following conclusions seems most plausible?A:Rather than use the current value of α,it would be more promising to try a larger value of α(say α=1.0).B:α=0.3is an eﬀective choice of learning rate.C:Rather than use the current value of α,it would be more promising to try a smaller value of α(say α=0.1).Problem 4(5pts)Suppose you have the following training set,and ﬁt a logistic regression classiﬁer h θ(x )=g (θ0+θ1x 1+θ2x 2).Which of the following are true?Check all that apply.A:J (θ)will be a convex function,so gradient descent should converge to the global minimum.B:Adding polynomial features (e.g.,instead using h θ(x )=g (θ0+θ1x 1+θ2x 2+θ3x 21+θ4x 1x 2+θ5x 22)could increase how well we can ﬁt the training data.C:The positive and negative examples cannot be separated using a straight line.So,gradient descent will fail to converge.D:Because the positive and negative examples cannot be separated using a straight line, linear regression will perform as well as logistic regression on this data.Problem5(5pts)Suppose you train a logistic classiﬁer hθ(x)=g(θ0+θ1x1+θ2x2).You obtainθ0=−6,θ1=1andθ2=0.Which of the followingﬁgures represents the decision boundary found by your classiﬁer?(a)A(b)B(c)C(d)DProblem6Feature Scaling(10pts)For the data samples shown below,please perform normalization and standardization.x1x2y1.52.00.3-1.0 2.0-0.2-2.0-1.00.12.0-2.50.4Problem7Use Sklearn Logistic Regression(10pts)We will use the implementation of Sklearn for Logistic Regression.Please download the notebookﬁle“Assignment2Q5”from Canvas.You can either upload the notebookﬁle to Google Colab toﬁnish this question or run locally.Following the instructions in the notebook andﬁll in the key code.After that, in the browser,click on“File”,Select“Print”,and choose“Save as PDF”.Submit the pdf along with your solution to other problems to Canvas.。

ASSIGNMENT 2 Solutions

E(x2 )

2 2 x f ( x)dx x 2 xdx 0
1
1 41 1 x 0 2 2
ASSIGNMENT 2
1. Three balls are drawn in succession without replacement from an urn containing 2 red balls and 3 black balls. Let W be a random variable giving the number of black balls minus the number of red balls drawn. List the elements of the sample space S for the three draws and to each sample point assign a value w of W. Key: S ●●● ●●● ●●● ●●● ●●● ●●● ●●● W -1 -1 -1 1 1 1 3
3. Consider the density function
2x ke , x 0 f ( x) 0, elsewhere
(a) Find the value of k (b) Find F(x) and use it to calculate P(-0.5<x<-0.2 ). Key:
3 0.1 0.133 0.167
0 X 1 2
(a) (b) (c) (d)
0 0.033 0.067
0.033 0.067 0.1
0.067 0.1 0.133
P( X P( X P( X P( X
1, Y 2) 0.067 0.1 0.167 ; 1, Y 1) 0.033 0.067 0.1 0.067 0.1 0.133 0.5 ; Y ) 0 0.033 0.067 0.1 0.067 0.1 0.133 0.133 0.167 0.8 ; Y 3) 0.1 0.1 0.1 0.3 ;

泛读教程第二册答案(全)

Keys to Reading Course 2Unit 1 ReadingSection AWord Pretest1.B2.A3.B4.A5.B6.C7.B8.CReading Comprehension1.B2.A3.B4.B5.C6.CVocabulary BuildingWord Search1. assignment2. irony3. reverse4. accomplish5. assemble6. squeeze7. sensual8. fragment9. narcotic 10. adolescenceUse of English1. Bob agreed to take on the leadership of the expedition.2. The world was taken in by his fantastic story of having got to the Pole alone.3. He took up his story after a pause for questions and refreshments.4. That takes me back to the time I climbed to the top of Mount Fuji.5. The members of the party took it in turns to steer the boat.6. They took it for granted that someone would pick up their signals and come to their aid.Stems1. proclaim: to announce officially and publicly; to declare2. percentage: a proportion or share in relation to a whole; a part3. confirm: to support or establish the certainty or validity of; to verify4. affirm: to declare positively or firmly; to maintain to be true5. centigram: a metric unit of mass equal to one hundredth of a gram6. exclaim: to express or utter(something) suddenly or vehementlySynonyms1. adaptability2. purpose3.strained4.hold5.defeatClozeimportant second France student bilingualmonolingual serious means use difficultSection B1.F2.T3.T4.C5.A6.B7.B8.B9.B 10.T11.T 12.F 13.F 14.T 15.TSection C1.F2.T3.T4.F5.T6.F7.F8.F9.F 10.FUnit 2 MusicSection AWord Pretest1. B2. C3. B4. C5. B6. BReading comprehension1. T2. F3. T4. T5. T6. T7. T8. FVocabulary BuildingWord search1. folk2. capacity3. sensuous4. qualified5. abuse6. stuff7. mood8. clarity9. striveSemantic variations1. B2. B3. B4. B5. A6.BStems1. compose: to make up the constituent parts of; to constitute or form2. contract: to reduce in size by drawing together, to shrink3. dispose of: to get rid of, to throw out4. impose: to obtrude or force( oneself, for example) on another or others5. subtract: to make away, to deduct6. deposit: to put (money) in a bank or financial accountSynonyms1. discriminating2. widespread3. compatibility4. clearness5. association Clozemusic form south danceinterest instruments voice rootsSection B1. F2. T3. F4. F5. F6.T 7 T 8. F 9 F 10. F11. F 12. T 13. T 14. F 15 TSection C1. D2. A3. D4. D5.D6. D7. D8. AUnit 3 GenerationSection AWord Pretest1. C2. C3. B4. C5. B6. C7. C8. AReading Comprehension1. D2. C3. C4. A5. B6. C7. A8. B Vocabulary BuildingWord search1. lull2. associate3. client4. utterly5. certificate6. rags7. jerk8. foreman9. demanding 10. sentimentalSemantic variations1. C2. C3. B4. A5. B6. CStems1. transmit: to send from one person, thing, or place to another; to convey2. deduce: to reach (a conclusion) by reasoning3. eject: to throw out forcefully; to expel4. compel: to force, drive, or constrain5. project: to thrust outward or forward6. conduct: to lead or guideAntonyms1. hopeless2. disobedient3. weighty4. agree5. clearClozeactive girls skirts move raisedforce show fly hesitated planeSections B1. B2. C3. C4. B5. C6. C7. C8. C9. A 10.C 11. C 12. C 13. A 14. C 15. CSection C1. F2. T3. T4. T5. F6. F7. T8. F9. T 10. TUnit 4Section AWord Pretest1.D2.A3.A4.B5.A6.C7.A8.B9.D 10. CReading Comprehension1.B2.B3.B4.B5.C6.A7.BVocabulary BuildingWord Search1. slanting2. equator3. amplifier4. vapor5. desert6. latitude7. atlitude8. monsoon9. drain 10. precautionSemantic Variations1.A2.B3.C4.A5.C6.AStems7. division: one of the parts, sections or groups into which something is divided8. evident: easily see or understood; obvious9. individual: a single human being considered apart from a society or community10. sustain: to support from below; to keep from falling or sinking; to prop11. visible: possible to see; perceptible to the eye12. obtain: to succeed in gaining possession of as the result of planning or endeavor; to acquireSynonyms1. mixture2. eternal3.impact4.humidity5.remoteClozeradio incorrect predict misunderstandingunexplained happen up rightSection B1.B2.C3.A4.F5.T6.F7.F8.F9.T 10.C11.C 12.B 13.T 14.F 15.TSection C1.T2.T3.F4.T5.F6.T7.F8.T9.T 10.TUnit 5 WorkSection AWord Pretest1C 2A 3B 4 C 5 B 6 A 7 C 8 CReading Comprehension1-8 C A A C C BVocabulary BuildingWord Search1 intangible 2. crave 3 ego 4 attributable 5 stall 6 tool up 7 at stake 8. cram 9. forfeit 10. cornyUse of English1. By the time I opened the can its contents had gone off.2. I’ll go over how it works before you try it yourself.3. I was told it would be repaired free of charge, but the man in the shop has gone back on his promise.4. The book was so popular that there weren’t enough copies to go round.5. His shop has gone out of business after making heavy losses.6. The trade has gone from bad to worse and staff are being laid off.Stems 1-6 BADAACSynonyms 1-5 graceful spontaneously oppose usual clientClozestaff maximize objectives participate potentialskills easier appointed specific commitmentSection B1-5 ACBFT 6-10 FACDB 11-15 CBTFTSection C1-5 FTFTF 6-10 TFTFTKeys to Reading Course 2Unit 6 The African-AmericansSection AWord Pretest1. C2. A3. C4. A5. B6. A7. C8. CReading Comprehension1. F 2T 3T 4F 5T 6F 7T 8TVocabulary BuildingWord Search1. destined2. relief3. segregation4. boycott5. sit-in6. legacy7. chronicle8. assault9. plight 10. vigilanceSemantic Variations1C 2A 3C 4A 5B 6CStems1. evolution: the theory that groups of organisms change with passage of time, mainly as a result of natural selection, so that descendants differ morphologically and physiologically from their ancestors2. ascend: to go or move upward3. devolve: to pass on or delegate to another4. migrate: to change location periodically, especially by moving seasonally from one region to another5. export: to send or transport (a commodity, for example) abroad, especially for trade or sale6. condescend: to descend to the level of one considered inferior; to lower oneselfAntonyms1. observe2. admit3. dismiss4. eulogize5. advanceClozeNominated raised immigrated earned roseAssignment position army autobiography speakerSection B1T 2T 3F 4C 5B 6D 7D 8D 9T 10F11F 12F 13T 14TSection C1A 2D 3D 4C 5C 6B 7D 8CKeys to Reading Course 2Unit 7 Greek StoriesSection AWord Pretest1.C2.B3.D4.D5.A6.B7.B8.A9.C 10.CReading Comprehension1.B2.C3.C4.C5. C6.D7.C8.DVocabulary BuildingWord matchripple a little wave on the surface of watermischief naughty behavior by childrenhospitality welcoming behaviorbillow a large sea wavespell delightful influencenymph a goddess of natureband a group of musiciansuitor a man wishing to marry a particular womanmortal a human beingwarrior a soldiercrafty cunninghostile unfriendlymerry cheerfultame not wildcontent satisfiedresume to take againgloom darknessdespise to look down on with contemptdismay a strong feeling of fear, anxiety and hopelessnessdusk the time just before nightSemantic Variations1-6 CAAAACStems13. tendency: movement or prevailing movement in a given direction2. conservative: favoring traditional views and values; tending to oppose change3. preserve: to keep in perfect or unaltered condition; tending to oppose change4. valuable: of great importance5. available: present and ready for use; at hand; accessible6. prevail: to be most common or frequent; to be predominantAntonyms1. forbid2. clarify3.sorrow4.remain5.concealClozename place arrows wandered powermischief won neglected celebrate expeditionSection B1-5 CCACD 6-10 TTFFF 11-15 TTBBCSection C1-5 CADBA 6-8DCCUnit 8 Attitude Towards LifeSection AWord Pretest: BACBA BCAReading Comprehension: CABBC BBBVocabulary BuildingWord matchastonishing surprisingconsiderate thoughtful of other persons’ wishes, needs or feelings preach to advise or urge others to accept (sth. one believes in) strenuous taking or needing great effort or strengtharena an enclosed area for sports, public entertainments, etc.adversity bad fortune, troublebatter to damage, break, or cause to lose shapereverse the opposite, the other way roundpenetrate to see into or throughself-esteem one’s good opinion of one’s own worthdoom to cause to suffer sth unavoidable and terribleemerge to come out or appear from inside or from being hiddenblessing a gift from God or anything that brings happiness and good fortune mess up to get into disorder; to spoil, etc.devastating completely destructivecommon denominator a quality or belief shared by all the members of a group odds the probabilities that sth will or will not happenstack to arrange dishonestly so as to give oneself an unfair advantage motive to provide with a strong reason for doing sth.falter lose strength or effectiveness; weakenSemantic Variations: CBBACBStems1 prescribe to advise the use of a medicine2 description an account of a person in words3 terrain a stretch of land, with regard to its natural features4 subscribe to pay regularly in order to receive a magazine, newspaper, etc.5 territorial of a country’s territory6 extraterrestrial of or from outside the earth or its atmosphereAntonymsappear ready hide s skillful carelessClozeintelligent activities workout attitudeoff reducing seem asideSection BCCCCC TFTFT TTFFTSection CFTFTF TFTTTUnit 9 First AidSection AWord Pretest1.B.2.A.3.C4.B.5.B.6.B.7.B.8.A.9.C. 10.BReading comprehension1.B.2. C.3. D.4. B/D/A/C.5.C.6.C.7.A.8.C/A/B/DVocabulary BuildingWord Search1.ambulance2.urgent3.emergency4.massage5.yell6.vein7.artery8.fracture9.blister 10.tetanusUse of English1.The government has come in for a lot of criticism.2. It’s hard to come to terms with the government’s defense policy.3. After retiring in 1980 he has decided to make a comeback to the political scene.4. The situation has come to the boil now that the government has to face a vote of confidence.5. The tax cuts announced in the Budget do not come into effect until next year.6. The miners came out on strike against the government’s privatization plans.Stems1. solo: a composition or passage for an individual voice or instrument, with or without accompaniment2. series: a number of objects or events arranged or coming one after the other in succession3. isolate: to set apart or cut off from others4. desert: to withdraw from, especially in spite of a responsibility or duty; to forsake5. peninsula: a piece of land that projects into a body of water and is connected with the mainland by an isthmus6. exert: to put to use or effect; to put forth7. insulate: to prevent the passage of heat, electricity or sound into or out of somewhere, especially by surrounding with a non-conducting materials8. insert: to put or set into, between or amongSynonyms1. give2. stop3. antiseptic4. block5. penetrateClozePedestrians adults declining avoid signals case impaired fatalitiesSection B1.C2.B3.B4.D5.A6.C7.B8.A 9.T 10.F 11.F 12.F 13.T 14.TSection C1.F2.T3.F4.T5.F6.F7.F8.F9.F 10.TKeys to Reading Course 2Unit 10 MarriageSection AWord Pretest1.C2.C3.C4.C5.A6.A7.A8.CReading Comprehension1.A2.B3.C4.C5. B6.C7.A8.AVocabulary BuildingWord matchquotation a sentence or passage taken from a bookartificial not naturalanguish very great pain or suffering, esp. of the mindanniversary a day which is an exact year or number of years after something has happened superstition a belief based on association of ideas instead of reason or factbouquet a bunch of flowersheed to give attention toescort to accompanyconfetti small pieces of colored paper thrown on weddingsconceal to hideconsent agreementasunder apartvow a solemn promise or declaration of intentionrites forms of behavior with a fixed pattern for a religious purposesermon to talk usually based on a sentence from the Bible and given as part of a church serviceUse of English7. Will you please keep me company for a while?8. I couldn’t keep a straight face when he told me of his plan.9. The staff are going to be kept in the d a rk about the firm’s plans for the future.10. I’ll keep an open mind until we’ve discussed it.11. I’ll keep away from her until she’s feeling more optimistic.12. Try to keep your head even if you don’t know what’s going to happen.Stems14. briefly: for a short time; in as few words as possible15. astronaut: a person trained to pilot, navigate, or otherwise participate in the flight of a spacecraft16. abridge: to reduce the length of (a written text); to condense17. fuse: to blend thoroughly by or as if by melting together18. astronomy: the scientific study of matter in outer space, especially the positions, dimensions, distribution, motion, composition, energy and evolution of celestial bodes and phenomena19. confusing: unclear or difficult to understand20. abbreviate: to reduce (a word or phrase) to a shorter form intended to represent the full form Synonyms1. naughty2. divine3.break4.give5.seizeClozewrong dislike midnight standard homelife convinced meantime capitalSection B1.T2.F3.T4.F5.B6.C7.C8.D9.C 10.D11.F 12.T 13.F 14.A 15.C 16. BSection C1.T2.F3.T4.T5.F6.F7.T8.F9.F 10.TKeys to Reading Course 2Unit 11 CreativitySection A Word Pretest1-5: B, A, A, B, A 6-8: B, A, AReading Comprehension 1-6: A, C, A, A, C，CVocabulary Building ---Word Matchglow to give out heat or lightinstinctive (of ideas, behaviors) natural, not based on learning or thinkingexemplify to serve as examplefunnel a wide-mouthed tube used for pouring liquids into a narrow-necked containerprelude a short piece of music that introduces a large musical workapplaud to praise by clapping one’s handsflash to shine suddenly and brightlyattend to to direct one’s interest and effort topotential the ability to develop, achieve or succeedimpulse a sudden wish to do somethingdoze to sleep lightlyevaluate to judge the value or degree ofresurgence a return to power, life and activitystuck unable to gosketch to describe roughlyUse of English1. The Austrians made peace with Napoleon.2. They couldn’t make out what the enemy were trying to say.3. Seeing the enemy’s guns facing him made hi hair stand on end.4. The onset of winter made things worse for the troops.5. While they were on leave the sailors made the most of their freedom.6. I make no secret of my loathing for war.Stems1. accordance: agreement; conformity2. disclose: to make known (something heretofore kept secret); to reveal3. inclusive: including the specified extremes or limits as well as the area between them4. core: the hard or fibrous central part of certain fruits, such as the apple or the pear, containing the seeds5. enclose: to surround on all sides; to close in6. conclude: to bring about a final agreement or settlement7. encouragement: the act or words of encouraging8. close: a cabinet or enclosed recess for storing linens, household supplies, or clothingAntonyms 1. lose 2. horizontal 3. sterile 4. old 5. identicalClozename managed worked after feelparents computers playing to spend tradeSection B 1-5: C, C, C, C, C 6-10: C, C, C, F, F 11-13: T, C, BSection C 1-5: F, F, T, T, F 6: TUnit 12 TravelSection AWord Pretest1.A2.A3.C4.B5.B6.B7.A8.AReading Comprehension1.B2.B3.A4.C5.A6.A7.C8.BVocabulary BuildingWord Search1.halve2.purchase3.consulate4.fare5.discount6.resort7.monopoly8.principal9.carnival 10.boredomUse of English1. They are putting on a version of “Cinderella” on ice.2. The opening of his one-man show has been put off until he recovers from his illness.3. I can’t put my finger on what it was that I disliked about the performance.4. Put your previous failures behind you and think of what your next venture might be.5. A plan has been put forward to prevent valuable paintings being sold to collectors and galleries abroad.6. They tried to put pressure on the Arts Council to supports the newly-formed orchestraStems1.dictation: the act of saying or reading aloud to be recorded or written by another2.fraction: a small part; a bit3.indication: serving as a sign, symptom, or token of; something that is signified4.predict: to state, tell about, or make known in advance, especially on the basis of special knowledge5.contradiction: being contrary to; being inconsistent with6.fragments: small parts broken off or detachedSynonyms1. chief2. examine3. fame4. local5. soleClozefound trade famous spread discoveryidea support offered valued saltSection B1.B2.C3.C4.C5.B6.C7.B8.T9.T 10.T11.C 12.C 13.BSection C1.F2.T3.F4.F5.T6.T7.F8.T9.F 10.FUnit 13 ExaminationsSection AWord Protest1. A2. C3. A4. B5. C6. A7. B8. BReading Comprehension1. B2. C3. C4. A5. C6. BVocabulary BuildingWord Search1. assimilate2. presentation3. deduct4. reinforce5. statistics6. offender7. thwart 8. impunity 9. plagiarize 10. reprimand 11. crib 12. divisiveSemantic Variations1. B2. B3. A4. C5. C6. BStems1. occupation: an activity that serves as one’s regular source of livelihood; a vocation2. broadcast: to transmit (a radio or television program) for public or general use3. captive: taken and held prisoner, as in war4. capture: to hold; to occupy5. abroad: out of o ne’s own country6. perceive: to become aware of directly through any of the sense, especially sight or hearing7. conceive: to form or hold an idea8. broaden: to make or become broaderSynonyms1. thwart2. huge3. break4. obvious5. accomplishClozeadvantage meaningful disadvantages subject expressingreading unsatisfactory giving arise pictureSection B1. C2. D3. B4. B5.C6.T7.T8. F 9.F 10. T 11. T 12.B 13. A 14. BSection C1. F2. F3. T4. T5. T6. T7.T8. T9. T 10. TUnit 14 Intellectual PropertySection AWord Pretest1. B2. A3. B4. A5. A6. B7. C8. BReading Comprehension1. B2. C3. C4. B5. C6. B7. AVocabulary BuildingWord Search1. procedure2. variety3. multiple4. application5. promote6. diligent7. novelty8. judicial9. disclosure 10. stimulusUse of English1. This cloudy weather is getting me down.2. I would like to get this meeting over with as quickly as possible.3. You won’t be able to get through to her what she has to do.4. His refusal to commit himself gets on my nerves.5. Thomas and David get along very well.6. One of these days I must get round to replying to all this correspondence. Stems1. densely: the quality of being packed or crowded together2. defense: the act of defending against attack, danger, or injury3. credit: an arrangement for deferred payment of a loan or purchase4. condense: to make (a liquid) thicker by removing some of the water5. incredible: too strange to be believed; unbelievable6. dense: difficult to see throughSynonyms1. rival2. final3. variety4. personal5. barClozebasis revised minimum addition works participated adopted concepts Section B1. T2. F3. F4. A5. A6. C7. F8. T9. F 10. F11. T 12. T 13. C 14. B 15. CSection C1. B2. A3. B4. A5. B6. D7. A8. AUnit 15 LawSection AWord pretest1. C2. A3. B4. B5. C6. B7.C8.CReading Comprehension1.T2. T3. F4. T5. F6. F7. F8. T9. T 10. TVocabulary BuildingWord Search1. espionage2. anonymity3. extortion4. prosecutor5. sue6. accuse7. indict8. plead9. testimony 10. verdict 11. probation 12 reverseSemantic Variations 1. C 2. C 3. B 4. A 5. C 6. BStems1. corruption: the act of being venal; dishonesty2. pendulum: a body suspended from a fixed support so that it swings freely back and forth under the influence of gravity, commonly used to regulate various devices, especially clocks3. erupt: to become violently active4. bankruptcy: the state of being unable to pay one’s debts5. dependable: reliable, trustworthy6. interrupt: to break the continuity or uniformity of7. independence: the state or quality of being independent8. suspend: to cause to stop for a period: to interruptAntonyms1. frequently2. prohibition3. agreement4. disapprove5. fairnessClozeadmitted survey caught relatives vehicles admission threatened increase professional unskilled Section B1. D2. A3. C4. A5. B6. C7. B8. T9. T 10. T11. T 12. T 13. FSection C1. D2. C3. C4. B5. B6. D7. B8. DUnit 16 World War IISection AWord Pretest1. A2. A3. A4. B5. B6. C7. C8. AReading Comprehension1. C2. C3. C4. A5. A6. AVocabulary BuildingWord Search1. raid2. ordeal3. wail4. commuter5. smash6. neutral7. devastate8. armistice9. disarm 10. grievance 11. puppet 12. appeasementSemantic Variations1. B2. A3. B4. A5. C6. BStems1. spectator: an observer of an event2. inspect: to examine carefully and critically, especially for flaws3. inspire: to affect, guide, or arouse by divine influence4. respectively: each separately in the order mentioned5. suspicious: arousing or apt to arouse suspicon; questionable6. expire: to come to an end; to terminate7. prospect: something expected; a possiblity8. perspective: a mental view or outlook9. spectacle: something that can be seen or viewed, especially something of a remarkable or impressive nature10. circumspect: looking round on all sides watchfully; prudentSynonyms1. huge2. ultimate3. conquer4. deadly5. disturbanceClosebase undetected took bombed fleetheart sunk lost declared t roopsSection B1. B2. A3. B4. T5. T6. F7. T8. T9. T 10. T 11. B 12. C 13. C 14. F 15. T 16. FSection C1. F2. F3. T4. T5. F6. T7. F8. T9. F 10. TUnit 17 HousingSection AWord Pretest1.B2. B3.B4.C5.C6.B7.B8.DReading Comprehension1. T2.F3.T4.F5.T6.T7.T8.TVocabulary BuildingWord Search1. sociologist2. spontaneously3. hassle4. sneak5. fee6. jack7. spacious8. cozy9. crawl 10. customarySemantic Variations1. C2. A3. A4. B5. B6. AStems1. sensible: reasonable2. structural: of, relating to, having, or characterized by structure3. sensitive: feeling readily, acutely, or painfully4. consent: to give assent, as to the proposal of another; to agree5. destructive: causing destruction; ruinous6. construction: the act or process of constructingAntonyms1. attached2. helpful3. fixed4. limited5. displeasureClozeplentiful fire inexpensively room spread disastrous difficult uncomfortableSection B1. C2. D3. B4. D5. F6. T7. T8. F9. C 10. B11. F 12. T 13. T 14. C 15. ASection C1. A2. B3. D4. B5. D6. C7. C8. A9. C 10. AUnit 18 DramaWord Pretest1. B2. B3. B4. A5. B6. A7. A8. BVocabulary BuildingWord Matchsparse thinly spread or distributedbequeath to leave something, especially property, to another by willprecisely exactlyethics moral principlesproposition proposal, suggestiondisloyalty behavior of being not loyalfidget to move one’s body about restlesslywrangle to quarrel angrily and noisily, arguepresume to supposeturn down to refuseconversant familiarfurnish to put furniture, carpets, curtains, and other things into a roomdiscreditable shamefulsolicitor lawyerhire-purchase a way of buying goods gradually; installmnet planSemantic Variations1. C2. A3. C4. B5. A6. AStems1. chronometer a very exact clock for measuring time2. encyclopedia a book or set of books containing information on every branch of knowledge, or on one particular branch, subjects or on numerous aspects of a particular field, usually arranged alphabetically3. autograph a person’s own signature or handwriting4. chronic lasting for a long period of time or marked by frequent recurrence, as of certain diseases5. diagram a plan, sketch, drawing, or outline designed to explain how something works6. pedestrian a person who is walking esp. in an area where vehicles go7. calligraphy the art of fine handwritingl handwriting8. recycle to use againSynonyms1. show2. contradict3. exact4. refuse5. withdrawClozetypes difference focuses struggle decidesinvolves society human reformation Opposingprevail symbolizes。

Syllabus

Updated:2/7/2011International Financial Policy 33502Winter 2011Brent NeimanSyllabusNotes:1)Items denoted with (KO) refer to readings in Krugman, Paul and MauriceObstfeld, 2009. International Economics. Addison-Wesley: New York. 8thEdition.2)Items denoted with (WEB) can be found in the "Readings from Web" section ofChalk.3)Items denoted with (LIB) can be found in the "Readings from Library" sectionof Chalk.4)Exercises and Assignments can be found in the appropriate sections of Chalk.5)*** denotes required readings. Others are optional.Each week has two lectures, part 1 and part 2. For clarity, the readings and information for each week is listed on one (or two) separate pages of this syllabus.Each week, please make sure you are using the most up-to-date version of this syllabus. Versions are dated in the upper-right corner, and the latest version will always be posted on the Chalk site.Part 1: Overview / Course Outline and Administrative Briefing***Frankel, Jeffrey, 2009. "What's In and Out in Global Money," IMF Finance andDevelopment, September. (WEB).***Taylor, Alan, 2004. "Global Finance, Past and Present," IMF Finance and Development,March.(WEB).Plot of International Short-Term Interest Rates (WEB)Plot of U.S. Dollar Against Foreign Currencies (WEB)Obstfeld, Maurice and Alan Taylor, 2002. "Globalization and Capital Markets," NBER Working Paper, March. (WEB)Prasad, Eswar, Rogoff, Kenneth, Wei, Shang-Jin, and M. Ayhan Kose, 2004. "Financial Globalization, Growth and Volatility in Developing Countries," NBER Working Paper, (WEB)December.Part 2: The Exchange Rate as an Asset Price: UIP and CIP***K&O, Chapter 13, "Exchange Rates and the Foreign Exchange Market: An Asset Approach,"(KO)p317-343.Part 1: Empirical UIP and The Portfolio Balance Model***Bansal, Ravi and Dahlquist, Magnus, 2000. "The Forward Premium Puzzle: Different Tales from Developed and Emerging Economies," Journal of International Economics. (LIB) (Note:You need only read up to section 2.3.3 in the paper.)***Frankel, Jeffrey, 2008. "Carried Away: Everything you Always Wanted to Know about the Carry Trade," Milken Institute Review, January.***Zhou, Wanfeng, 2007. "Carry Trade Unwinding Roils Currency Markets," Marketwatch, Feb (WEB)27.***Salmon, Felix, 2007. "Carry Trade Unwinding? It Looks Real this Time." , (WEB)16.AugustAnderson, Torben, Bollerslev, Tim, Diebold, Francis, and Clara Vega, 2003. "Micro Effects of Macro Announcements: Real-Time Price Discovery in Foreign Exchange," American Review. (LIB)Economic(Note: this article is very technical.)Burnside, Craig, Eichenbaum, Martin, and Sergio Rebelo, 2007. "The Returns to Currency Speculation in Emerging Markets," American Economic Review, May. (LIB)Optional Exercise 1: Compare the Argentine stock market returns and the US stock market returns to get a better sense of the concepts of risk aversion and risk premium. We will see in class the usefulness of augmenting the UIP setup with risk in explaining recent movements of the EUR/USD rate. See "Exercises" section of Chalk for details.Optional Exercise 2: A completely different way of testing your skills on expected returns and risk aversion is by playing the online version of the "Deal or No Deal Game." Follow the link in the "Exercises" section of Chalk to start. After choosing suitcases, "the bank" will calculate a certain offer for you to take or keep playing. Figure out whether the offer is larger or smaller than the expected return and whether you are risk neutral or risk averse. If you do this systematically you will understand whether it is the policy of the game to entice you to keep playing early on by giving you relatively unattractive payoffs after opening the first suitcases.Optional Daily FX Comments: See UBS FX Strategy and Research (WEB)Week 2 Continued on Next Page...Week 2 (January 12, 2010) ContinuedAssignment 1: UIP and Carry Trades in Practice. Due, submitted via Chalk, at 6pm on day of Class 3.Part 2: Real Exchange Rate Determination and Long-Run Fundamentals***K&O, Chapter 15, "Price Levels and the Exchange Rate in the Long Run," p382-411. (KO) ***Chang, Gene Hsin, and Qin Shao, 2004. "How Much is the Chinese Currency Undervalued?A Quantitative Estimation," China Economic Review. (LIB)***"Food for Thought: The Big Mac Index," The Economist, May 27, 2004. (LIB)***"Grappling with the Strong Euro," The Economist, June 5, 2003. (LIB)Tille, Cedric, Stoffels, Nicolas, and Olga Gorbachev, 2001. "To What Extent Does Productivity Drive the Dollar?" Current Issues in Economics and Finance, August. (WEB)Taylor, Alan, and Mark Taylor, 2004. "The Purchasing Power Parity Debate," Journal ofPerspectives, Fall. (LIB)EconomicGoldman Sachs' real exchange rate model. (WEB)JP Morgan's real exchange rate model. (WEB)Required Head Start on Demo FX Trading Account:In groups, get started with your demo FX account that will be required as part of Assignment 3. Details can found in the "FX Trading" section of Chalk. Only one of you should set up the account since it may expire after 30 days. One of you needs to wait to set up the account until you start working on Assignment 3, so it doesn't time out before you can complete it. This will be discussed in class.Part 1: Exchange Rates and Exchange Rate Risk: The Manager's Perspective***Knetter, Michael and Pinelopi Goldberg, 1997. "Goods Prices and Exchange Rates: What Learned?"Journal of Economic Literature. (LIB)WeHave***Wachovia Foreign Exchange Hedging Product List. (WEB)***Eun, Cheol and Bruce Resnick, 2004. International Financial Management. Chapter 8.(LIB)Chan-Lau, Jorge, 2005. "Hedging Foreign Exchange Risk in Chile: Markets and Instruments,"IMF Working Papers, February. (WEB)Part 2: The Importance of Real Exchange Rates***Goldfajn, Ilan, and Rodrigo Valdes, 1999, "The Aftermath of Appreciations," The Quarterly Journal of Economics. (LIB)***Crockett, Keith and Linda Goldberg, 1998. "The Dollar and U.S. Manufacturing," Current Issues in Economics and Finance, November. (WEB)Assignment 2: Calculating the Extent of the Chinese Overvaluation. Due, submitted via Chalk, at 6pm on day of Class 4.Part 1: Intervention in Currency Markets***K&O, Chapter 17, "Fixed Exchange Rates and Foreign Exchange Intervention," p460-474.(KO)***"Meddling in the Currency Market," The Economist, November 18, 1999. (LIB)***"Intervention: Divine or Comic?" The Economist, September 23, 2000. (LIB)***"Rescuing the Euro," The Economist, May 11, 2000. (LIB)*** Krugman, Paul, 1997. "Currency Crises," Unpublished Web Notes. (WEB)Part 2: Speculative Attacks and Financial Contagion***K&O, Chapter 17, "Fixed Exchange Rates and Foreign Exchange Intervention," p474-489.(KO)Eichengreen, Barry, Rose, Andrew, and Charles Wyplosz, 1995. "Exchange Market Mayhem: The Antecedents and Aftermath of Speculative Attacks," Economic Policy, October.(LIB)Kapur, Basant, 2007. "Capital Flows and Exchange Rate Volatility: Singapore’s Experience", in S. Edwards (ed.), Capital Controls and Capital Flows in Emerging Economies: Policies, Practices, and Consequences, Chicago: University of Chicago Press for National Bureau of Economic Research, 575-603 (LIB)Pesenti, Paolo, and Cedric Tille, 2000. "The Economics of Currency Crises and Contagion: An FRBNY Economic Policy Review, September. (WEB)Introduction,"CANCELLED DUE TO CHICAGO SNOWPOCALYPSESee Lecture Notes on Chalk for Slides from Lecture "The IMF and World Bank: Then and Now." This lecture was optional and so will not be made up.Assignment 3: Taking FX positions with what we've learned so far. Requires some actions by February 10, so please read carefully. The completed assignment is due at beginning of Class 7 (the Wednesday section).Part 1: Midterm Examination. See "Announcements" on Chalk for additional details.Part 2: Exchange Rates and Macro, and Regime Choice***K&O, Chapter 12, "National Income Accounting and the Balance of Payments," p288-312.(KO)***K&O, Chapter 16, "Output and the Exchange Rate in the Short Run," p420-451. (KO)***Krugman, Paul, 1998. "Japan: Still Trapped," Unpublished Web Notes. (WEB)***Bernanke, Ben, 2005a. "Monetary Policy in a World of Mobile Capital," Cato Journal, (WEB)Winter.Hoshi, Takeo, and Anil Kashyap, 2004. "Japan's Economic and Financial Crisis: An Overview,"Journal of Economic Perspectives, Winter. (LIB)"Money Still Matters: The Bank of Japan Must do More to Support Japan’s Sickly Economy,"The Economist, June 2, 2001. (LIB)Combined in Weeks 6 and 7 -- Part 3: Currency Areas and The Euro***K&O, Chapter 19, "Macroeconomic Policy and Coordination Under Floating Exchange(KO)p532-558.Rates,"***K&O, Chapter 20, "Optimum Currency Areas and the European Experience," p565-590.(KO)***Cochrane, Kashyap, Myerson, Zingales, "The Euro Area in Crisis," IGM Faculty Panel, Chicago Booth, February 22, 2010. (WEB)***Krugman, Paul, "Can Europe Be Saved?" NY Times Magazine, January 12, 2011. (WEB)"Germany's Euro Test," The Economist, June 12, 2003. (LIB)Frankel, Jeffrey and Andrew Rose, 2002. "An Estimate of the Effect of Common Currencies on Trade and Income," The Quarterly Journal of Economics. (LIB)Combined in Weeks 6 and 7 -- Part 1: Currency Areas and The Euro***K&O, Chapter 19, "Macroeconomic Policy and Coordination Under Floating Exchange(KO)p532-558.Rates,"***K&O, Cptr 20, "Optimum Currency Areas and the European Experience," p565-590. (KO)***Cochrane, Kashyap, Myerson, Zingales, "The Euro Area in Crisis," IGM Faculty Panel, Chicago Booth, February 22, 2010. (WEB)***Krugman, Paul, "Can Europe Be Saved?" NY Times Magazine, January 12, 2011. (WEB) "Germany's Euro Test," The Economist, June 12, 2003. (LIB)Frankel, Jeffrey and Andrew Rose, 2002. "An Estimate of the Effect of Common Currencies on Trade and Income," The Quarterly Journal of Economics. (LIB)Part 2: The U.S. Current Account***Obstfeld, Maurice and Kenneth Rogoff, 2005. "The Unsustainable US Current Account Revisited,"Current Account Imbalances: Sustainability and Adjustment. (WEB) Position***Cooper, Richard, 2007. "Living with Global Imbalances," Brookings Paper on EconomicActivity. (LIB)***"Figures to Fret About: The Current Account," The Economist, July 9,1998. (LIB)***"The Price of Profligacy," The Economist, September 18, 2003. (LIB)***"Stop Worrying and Love the Dollar: America's Deficit and the Dollar," The Economist, November 27, 2003. (LIB)Part 3: The View from Policymakers***Bernanke, Ben, 2005b. "The Global Saving Glut and the U.S. Current Account Deficit,"Speech, March 10, 2005. (WEB)Rajan, Raghuram, 2005. "Global Current Account Imbalances: Hard Landing or Soft Landing," Speech, March 15, 2005. (WEB)Greenspan, Alan, 2005. "Current Account," Speech, February 4, 2005. (WEB)Council of Economic Advisers, 2004. Chapter 14 of The Economic Report of the President, (WEB)February.Part 0: Room to Catch Up on Uncovered MaterialPart 1: Current Account Sustainability and Growth***K&O, Chapter 21, "The Global Capital Market" Performance and Policy Problems," p594-(KO)617.***Tille, Cedric, 2003. "The Impact of Exchange Rate Movements on U.S. Foreign Debt,"Current Issues in Economics and Finance, January. (WEB)***"A Cruel Sea of Capital," The Economist, May 1, 2003. (LIB)Council of Economic Advisers, 2004. Chapter 13 of The Economic Report of the President, (WEB)February.Part 2: Sovereign Wealth Funds***Truman, Edwin M., 2008. "A Blueprint for Sovereign Wealth Fund Best Practices," Peterson Institute Policy Brief. (WEB)***Johnson, Simon, 2007. "The Rise of Sovereign Wealth Funds," IMF Finance andDevelopment, September. (WEB)Setser, Brad and Rachel Ziemba, 2009. "GCC Sovereign Funds: Reversal of Fortune,"(WEB)WorkingPaper.Part 1: Growth Accounting and ChinaPart 2: China's Impact on World Trade and Finance*** Holtz-Eakin, Douglas, 2005. "Economic Relationships Between the United States and China," CBO Testimony, April 14. (WEB)***IMF 2004 Article IV Report for China. You only need to see Box 3 on Exchange Rate Flexibility and Capital Account Liberalization and Box 4 on Reform of the Banking (WEB)System.Frankel, Jeffrey, 2005. "On the Renminbi: The Choice Between Adjustment under a Fixed Exchange Rate and Adjustment under a Flexible Rate," NBER Working Paper, April.(WEB)Prasad, Eswar, and Raghuram Rajan, 2005. "China's Financial Sector Challenge," FinancialTimes, May 10. (LIB)Prasad, Eswar, Rumbaugh, Thomas, and Qing Wang, 2005. "Putting the Cart Before the Horse?Capital Account Liberalization and Exchange Rate Flexibility in China," IMF Policy Paper, January. (WEB)DiscussionPrasad, Eswar, Shang-Jin Wei, 2005. "The Chinese Approach to Capital Inflows: Patterns and Explanations,"NBER Working Paper, April. (WEB)PossibleMcKinnon, Ronald, 2009. "Solidifying a new G2: China and the United States should stabilize the yuan/dollar relationship," The International Economy, Winter. (WEB)"Not Quite So SAFE," The Economist, April 23, 2009. (WEB)Part 3: Guest Speaker on Iceland***Zoega, Gylfi, 2008. "Iceland Faces the Music," VoxEU column. (WEB)***Danielsson, Jon and Gylfi Zoega, 2009. "Entranced by Banking," VoxEU column. (WEB)Lewis, Michael, 2009. "Wall Street on the Tundra," Vanity Fair, April. (WEB)Part 1: The Current Global Crisis: Origins and Financial Sector Aspects***Reinhart, Carmen and Kenneth Rogoff, 2008. "The Aftermath of Financial Crises," Working (WEB)Paper.Barry, Brian, Cochrane, John, Kaplan, Steven, and Raghuram Rajan, 2009. Faculty Panel (video) on "What the Effects Will Be and What Should be Done" vis-a-vis the credit crisis.(WEB)Johnson, Simon, 2009. "The Quiet Coup," The Atlantic Online, May. (WEB)Part 2: The Current Global Crisis: Monetary and Fiscal Policy Responses***Barro, Robert, 2009. "Government Spending is No Free Lunch," Wall Street Journal,(WEB)22.JanuaryShiller, Robert, 2009. "Animal Spirits Depend on Trust," Wall Street Journal, January 27. (LIB)Huizinga, John, Lucas, Robert, and Kevin Murphy, 2009. Faculty Panel (video) on "Evaluating the Obama Stimulus Package." (WEB)Romer, Christina, and David Romer, 2007. "Macroeconomic Effects of Tax Changes: Estimates Based on a New Measure of Fiscal Shocks," Working Paper. (WEB)Ramey, Valerie, 2008. "Identifying government Spending Shocks: It's All in the Timing,"(WEB)WorkingPaper.Romer, Christina and Bernstein, Jared, 2009. "The Job Impact of the American Recovery and(WEB)ReinvestmentPlan."Swagel, Phillip, 2009. "The Financial Crisis: An Inside View," The Brookings Papers onActivity, Spring 2009 Conference Draft. (WEB)EconomicWeek 11 (Week of March 14, 2011. Date/Time TBD) Final Exam. Good Luck!。

CFA考试二级模拟试题精选0401-28(附详解)

CFA考试二级模拟试题精选0401-28(附详解）1、For Assignment 2, Alexander should conclude that Bond Z is currently:【单选题】A.undervalued.B.fairly valued.C.overvalued.正确答案:A答案解析:A is correct. Alexander projects that the spot curve two years from today will be below the current forward curve, which implies that her expected future spot rates beyond two years will be lower than the quoted forward rates. Alexander would perceive Bond Z to be undervalued in the sense that the market is effectively discounting the bond’s payments at a higher rate than she would and the bond’s market price is below he r estimate of intrinsic value.2、At a significance level of 1%, which of the following is the best interpretation of the regression coefficients with regard to explaining ROE?【单选题】A.ESG is significant, but tenure is not.B.Tenure is significant, but ESG is not.C.Neither ESG nor tenure is significant.正确答案:C答案解析:C is correct. The t-statistic for tenure is 2.308, indicating significance at the 0.027 level but not the 0.01 level. The t-statistic for ESG is 1.201, with a p-value of 0.238, which means we fail to reject the null hypothesis for ESG at the 0.01 significance level.3、Based upon the information in Exhibits 1 and 2, Cannan would most likely conclude that Delite’s shares are:【单选题】A.overvalued.B.undervalued.C.fairly valued.正确答案:C答案解析:C is correct. The P/E-to-growth (PEG) ratio is calculated by dividing a stock’s P/E by the expe cted earnings growth rate, expressed as a percent. To calculate Delite’s PEG ratio, first calculate the P/E ratio: $65.50/ $3.50 = 18.71. In this case, the forward earnings should be used given the recent acquisition of the water bottling company. Next, ca lculate Delite’s PEG ratio: 18.71/12.41 = 1.51.4、Based upon Exhibit 1, the forward premium (discount) for a 360-day INR/GBP forward contract is to:【单选题】A.-1.546.B.1.546.C.1.576.正确答案:C答案解析:C is correct. The equation to calculate the forward premium (discount) is:5、【单选题】A.at the end of the swap's life.。

大学英语二（综合教程）第二单元

⼤学英语⼆（综合教程）第⼆单元⼤学体验英语⼆（综合教程）Unit 2Jobs and CareersListen and TalkLead inWhat kind of job are you looking for? The classified ads are a good place to begin a 1.____for employment. They are a great resource to learn about what companies look for in employees and 2.____a little information about the company as well. Applying and interviewing for a job requires skills worth developing. Being able to 3.____one’s strengths, effectively communicating with 4.____, having a desire to learn more about the 5.____, and displaying enthusiasm can sometimes make up for inexperience. As you look at the pictures, think about the different 6.____each profession or vocation requires. A construction worker, a waiter and a farmer may not need higher education for their pursuits, but it 7.____helps. Secretarial work requires less education than being a teacher or a doctor, but each job is important in society.While becoming a teacher requires a 8.____of four years study at a university, teaching entails constant learning. Understanding deeply the subject matter being taught and discovering the 9.____of students are just two areas of 10.____for teachers. Many studies continue to research how to effectively teach and how to teach students to effectively learn. In one way or another, we are all teachers.Key: 1. Search; 2. offer; 3. identify; 4. confidence; 5. employer;6. qualifications7. certainly;8. minimum;9. learning styles; 10. importance ; Passage A: Your Dream Job: A Click Away2.Answer the following questions with the information from the passage.1. What is JOB-TRAK?It is an Internet website that lists as many as 45 000 job opportunities.2.Does one need to have a lot of knowledge about the Internet before using it?Not necessarily so. According to Smith, the Internet was very easy to use. She found her job online with no training.3. Why did Gragg apply to teach English in Japan?Because she wanted a change in her life.4.What preparations did Mello make before she went for her interview?She searched the Internet for information about the financial performance of the company she was interested in, the salary she should ask for, and the possible living accommodations available to her there.5. Compare job-seeking on the Internet and job-seeking on newspapers or at job markets. What are the strengths and limitations of each?Answer: Open.3. Choose the best answer to each question based on the information you obtain from the passage.1. Which of the following best summarizes the main idea of the passage?A) The Internet can help one find an overseas job.B) The Internet can give one information about all companies.C) One can find a better job with the help of the Internet.D) There are many employment websites one can turn to for help.2. "To click one's way into a job" means __________.A) to find a job by searching the InternetB) to get a job by clicking a mouseC) to access the job websiteD) to know the way to do one's job3. It can be inferred that __________ .A) originally only job vacancies in high-tech fields were listed on the InternetB) most newspapers and publications don't have a section of classified listingsC) many companies are using the Internet as their management assistantsD) many people can get a job offer now without going through an interview4. Dozlic found a better job __________.A) while browsing a website for baseball tradesB) by casually checking out an online classified adC) because of his curiosity about the InternetD) because of the experience he obtained from other jobs5. Mello searched the Internet for all the following information except __________.A) job vacanciesB) a company's financial performanceC) the minimum salaryD) rental propertiesAnswer: 1.C, 2.A, 3.A, 4.A, 5.C4. Fill in the blanks with the words given below. Change the form where necessary.1. I'm absolutely sure that this dress is a cheaper ____ of the one we saw in that department store.2. The bookshelves were crowded with books and scientific ____ .3. If you want to open a file, ____ twice on the icon（图标）for it.4. To their disappointment, the thieves were ____ by the police at the moment they were enteringthe bank.5. During World War II, many ____ fled to the United States.6. They've updated(更新) a lot of _____ in the most recent edition of the dictionary.7. Despite _____ difficulties,they did not find the life in London unpleasant.8. After a lot of part-time jobs, John finally got a ____ position.9. In your report, you should give a _____ description of the whole incident.10. Companies publish ____ reports to inform the public about the previous year's activities Anwser: 1.version, 2.publications, 3.click, 4.spotted, 5.refugees,6.entries,7.financial,8.full-time,9.detailed, 10.annual5. Complete the following sentences with phrases or expressions from the passage.Change the form where necessary.1. At the age of 29, he ____ a commercial property business.2. While she was tidying up the living room, she ____ her old photograph album.3. My doctor ____ me ____ a specialist in heart disease.4. He hired private investigators to ____ his future business partner.5. She only _____ her son's marriage long after the event.Answer: 1.set up, 2.came across, 3.referred...to , 4.check out, 5.learnt of / learned of6. Choose an appropriate noun given in the following box to complete each of the sentences.1. She is now concentrating on a/an ___ as a fashion designer.2.When I went for my first ___ for this job I arrived extremely early.3.Police insisted that Michael did not follow the correct ____ in applying for a visa.4.We organized a/an ____ of recent book upon constant requests from the readers.5.The newspaper publishes a/an ____ of a leading sportsman every week.Answer: 1.career 2.interview 3.procedure 4.exhibit 5.profile7.Translate the following sentences into English.1. 警察们正忙着填写关于这场事故的各种表格。

(第2册)小屁孩日记英中对照 P104-110

lick/lɪk/ 战胜
一切都结束后，罗里学到了非常宝贵的一课:罗里是一只猴子，猴子是不会修车的。
——结束
我写完文章后，把它拿给罗德里克看。我想他不会明白的，果然，我是对的。他说：
“猴子不懂英语，笨蛋!”
就像我之前说的，罗德里克知道他能用我的"秘密"控制着我。
所以我必须尽我所能的反击。
Wednesday
“你喜欢冰淇淋吗?” “喜欢!” “那你为什么不嫁给它呢?”
我没听懂那是一个玩笑，所以我真的被吓坏了。
我告诉妈妈我不想再去幼儿园了，我把奎因和他说的话都告诉了她。
但妈妈告诉我奎因不明事理，我不需要听他的。
在妈妈解释了这个笑话之后，我真的觉得很有趣。我迫不及待地想第二天回到学校自己试一试。
持续更新中……
Monday
周一
Tomorrow I have an English assignment due where I have to write an “allegory.”
allegory /ˈæləɡəri/ 寓言
明天我有一个英语作业要交，我要写一个“寓言”。
That's basically a story that says one thing but means something else. I was having trouble getting inspired. But then I saw Rodrick outside working on his van, and I got an idea.
曼尼的学前班今天要举行万圣节派对，所以这不是把他介绍给同学的最好时机。
持续更新中……
Manny's teachers had to call Mom at work and have her come get him.

assignment 2 by 1-3李梅+1-5刘莹+3-1张瑜莹

1. Though Twitter, with 140m active users the world’s best-knownmicroblogging service, is blocked in China, and Sina Weibo, a localvariant, has over 250m users. Chinese is so succinct that mostmessages never reach that limit, says Shuo Tang, who studies socialmedia at the University of Indiana.T1：尽管推特有1.4亿活跃用户，并且是世界上广为人知的的微博平台，但是在中国还是被封锁了，而新浪微博，推特在中国的一个变体却有超过2.5亿的用户，中国人都是很简洁的，大多数的信息都达不到极限，唐硕说，他是在印第安纳大学社会传媒专业的学者。

T2: 尽管推特网有着1.4亿的活跃用户,是世界上最著名的微博客服务商,却在中国被禁,而且,新浪微博,作为一种地方变体,也有超过2.5亿的用户。

在印第安纳大学研究社会媒介的唐朔先生说,中文非常简洁,大多数的讯息是达不到所限制的字数的。

T3：尽管拥有1.4亿活跃用户和闻名全球的微博服务的推特在中国被封锁了，还有一个当地的新浪微博拥有超过2.5亿的用户。

在印第安纳大学学习社会媒体的Shuo Tang说，中国人都太严谨了以至于大部分的信息从来没有越过限制。

TT:尽管推特网有着1.4亿的活跃用户,是世界上最著名的微博客服务商,却在中国被屏蔽，而新浪微博，作为推特网在中国的一种变体，有超过2.5亿的用户。

在印第安纳大学研究社会媒体的唐朔先生说，中文非常简洁,大多数讯息的字数是不会超过上限的。

2. Yet the basic problems are the same everywhere. Mr. Lowenhauptrecalls an acquaintance from China teaching him a Chinese saying,“rice paddy to rice paddy in three generations”. The acquaintancewas surprised to learn that other cultures have similar proverbs.T1：最基本的问题在哪都一样。

Comment Sheet Assignment 2

Core Marker’s Comment SheetCourse Name: Strategic Financial Management (PA2)Assignment: 2Module: 2General CommentsCore Marker’s Comments are not full solution sets to the case assignments. Rather, they are intended to provide students with guidance in responding to each of the assignment questions by providing direction as how to respond, clarification/direction on complex readings; layout and format suggestions; and from time to time, illustrations of possible response segments.Part A: Multiple-choice questionsFor the multiple-choice questions, these Marker’s Comments will provide you with the correct answer for each question, as well as the rationale for why the answer is the best choice, and the linkage to the main competency being assessed. Compare these comments with your own responses and rationale to identify areas where you may need further review of the Module Notes or other resources provided in the course material.Question 1a) The correct answer is 3. Arbitrary allocations of fixed cost are not to be considered whiledetermining whether a product line should be continued or dropped.Options 1, 2, and 4: These are incorrect as they are important factors to be considered in the decision on whether to drop a product line.Competency:PK:MA:03 — Identifies, assesses, and advises on information required for management decision making (cost-volume-profit relationships, cost classifications and flows, market or industry data, non-financial factors)b) The correct answer is 1. Sufficient appropriate evidence of the physical existence and conditionof inventory is a GAAS requirement.Option 2: This is incorrect because a 100% verification of inventory is not required if sufficient audit procedures are undertaken.Option 3: This is incorrect because supervision of inventory counts is not required if considered to be impracticable and the auditor conducts alternative audit procedures.Option 4: This is incorrect because the auditor can use the services of an employee or specialist hired by the client who has special expertise in the nature of the inventory.Competency:PK:AS:06 — Develops and/or modifies procedures for the engagement or management audit (prepares review or audit procedures, modifies audit procedures in the presence of fraud risk factors or known errors)c) The correct answer is 3. It is a violation of professional ethical standards to divulge confidentialinformation to one’s own personal advantage. (CEPROC R203)Options 1, 2, and 4: These are incorrect since they breach the Professional Code of Ethics.Competency:PR:ET:06 — Ensures confidentiality of stakeholder information (protects proprietary information) d) The correct answer is 2. CAS 710.18 states that the auditor should communicate themisstatement with the appropriate level of management. There is no mention of an audit committee, so the President would be the next appropriate level.Option 1: This is incorrect because you cannot ignore material misstatements found in the prior year’s financial statements.Option 3: This is incorrect because this does not provide any communication to the appropriate level of management or to the predecessor firm.Option 4: This is incorrect because you cannot re-audit/re-issue the previous year’s financial statements.Competency:PK:AS:06 — Develops and/or modifies procedures for the engagement or management audit (prepares review or audit procedures, modifies audit procedures in the presence of fraud risk factors or known errors)e) The correct answer is 1. “Componentization” (PPE IAS 16) requires that each separate physicalcomponent be capitalized and amortized as a separate component of the asset over the period that the benefit is enjoyed.Option 2: This is incorrect because it is not an expense. It is a substantial amount and the benefit is more than one period.Option 3: This is incorrect because it is not an expense.Option 4 is incorrect because the depreciation would be over the period for which the benefit of the amount spent is realized, not over the useful life of the machine.Competency:PK:FA:01 — Formulates, analyzes, and processes transactions in accordance with applicable professional standards (standards for not-for-profit, public and private corporations, and the public sector)f) The correct answer is 4. A change in accounting policy may involve restatement or retrospectivetreatment, and the prospective approach that is used for accounting changes may not be used to report.Options 1, 2, and 3: This is incorrect because the prospective approach may be used in this situation.Competency:PK:FA:02 — Evaluates, interprets, and advises on accounting policies and procedures in accordance with professional standards (standards for not-for-profit, public and private corporations, and the public sector)g) The correct option is 4. This is passive rental income and not in the nature of “business,” and is tobe taxed as Income from Property.Options 1, 2, and 3: This is incorrect because it is an “active” rental income and is to be taxed as Income from Business.Competency:PK:TX:02 — Determines and advises on taxpayer’s tax liability (taxes related to income, consumption, payroll, property)h) The correct option is 1. External auditors are required to be independent of the company beingaudited and also must evaluate the knowledge, competence, and independence of the internal auditor.Option 2: This is incorrect because an external auditor is not an employee of the company;rather, they are hired on a contractual basis.Option 3: This is incorrect because the scope and objectives of internal audit vary widely and may depend on the size and structure of the company and the requirements of its management. The objectives of internal audit may differ from those of the external auditor.Option 4: This is incorrect because a duty of care is required on the part of both the internal and external auditor (as laid out in the code of ethics).Competency:PK:AS:05 — Develops a plan for the engagement or management audit (staffing, use of specialists, time budget, technological tools, timing of the engagement, timing of the management audit)Part B: Case questionQuestion 1: Synamex Effects Limited (SEL)For this question, you are to assume the role of SEL’s new controller and write a memo to the owners of the company. Under the “Required” there is minimal guidance as to what is required. Thus, you need to read the case carefully to determine the issues which need to be addressed in your memo.The main issues and core and core-related competency areas that you should have identified and discussed in your written solution include:1. Financial accounting and reporting: identifying the weaknesses of the current financial reportingsystem, such as the lack of forecasting tools. You could have also included recommendations, such as advising on specific reports that should be prepared on a regular basis.2. Management accounting: explanation on how the new accounting software package could beuseful to the company, in particular with providing costing information.3. Finance: key risks in SEL’s business should have been identified and discussed. These risks mayhave included lack of accounting experience and foreign exchange risk. As well, issues related to the current cash flow management problems should have been identified and explained.4. Ethics and trust: concerns should have been raised about the delay in paying the liabilityinsurance.5. Assurance: the impact on the company’s assurance needs as a result of the proposed IPOshould have been identified and discussed. This may have included discussion points such as: (i) audited financial statements prepared under IFRS required and (ii) audit costs are higher.6. Information technology: an evaluation should have been completed on the three accountingsoftware packages. The features and benefits of each package should have been compared and contrasted with the others. An overall recommendation supported by the evaluation may have been made.Your solution should have also demonstrated the professional qualities and skills competencies which were also being assessed. In order to have adequately demonstrated these competencies, you may have included the following points or demonstrated the following:1. Communication: ensuring the written response was in a memo format and properly addressed tothe owners of SEL. The memo should be well-organized, use appropriate headings, and be understandable (few assumptions are required to be made).2. Professional self-evaluation: explaining that an IT specialist be hired.3. Problem solving: ensuring that relevant information and features of each accounting packagewere brought into the evaluation.4. Integrative approach: focusing solutions, where appropriate, beyond the short-term. For example,explaining the benefits of preparing long-term budgets for SEL.A leadership competency was also being assessed in this case.Comments on the solutionYou may not be expected to provide all the issues and areas mentioned, but this would be a good approach to the case. Also, remember that these comments are not exhaustive – you may have raised other relevant and valid issues for which credit would be given.Be sure to use the correct format (in this case a memo addressed to the owners) and follow through each issue with an analysis and a logical recommendation.。

上海版新牛津英语2BM2U2教案

Teaching planPeriod 1 Title Look and learn Look and say Aims Language aims:ing nouns to indicate the food items.e.g. salad,carrot,fish,chicken,banana ing Wh-questions to ask about one‟s food preferences.e.g. What do you like eating? ing modelled sentences to answer the questions .e.g. I like eating…. Ability aims:1.Through the teacher's guidance, let the students pronounce the key words, phrases and sentences correctly. ing modelled sentences to ask about one‟s likes. Emotional aims:Help the students build their self- confidence in English learning Developing aims:1.Let the students talk about their favourite food. 2.Tell them how to keep health and the importance of balanced diet. Main points Using modelled sentences to ask about one‟s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…Difficult points 1.The difference of cn. and un. ing modelled sentences to ask about one‟s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…Teaching aids Power Point , masks of little animals ProceduresStep Contents Methods PurposePre-task preparation chant Revision Say together: Play, play, I like playing. Fly, fly, I like flying. Sing, sing, I like singing. Ride, ride, I like riding. Eat, eat, I like _eating_. 1.T:What do you like eating? ChantChant 是低年级学是低年级学生最容易操练的方式，充分培养学生的口头能力。

Assignment2

x 2 nx 0
It is known that x A sin n t represents the complete solution to this system equation. (a) What are the physical meanings of the parameters n and ? Show that the
MECH 364
Assignment 2
Problems from the book: 2.2, 2.4, 2.6, 2.7, 2.8, 2.13, 2.16, 2.17, 2.22, 2.24 2.2 Consider the undamped, simple oscillator given by
Torsional Spring k
Mass m1
Mass m2 y
meq y keq

l1 l2
Figure P2.8
(a) A lumped-parameter mechanical system (b) An equivalent system.
First consider the lumped-parameter system shown in Figure P2.8(a). A light, yet rigid, beam is hinged at one end using a frictionless pivot and restrained using a torsional spring having torsional stiffness k, at the hinged end. Two point masses m1 and m2 are attached at distances l1 and l2, respectively, from the hinged end. Under static equilibrium conditions, the beam remains in a horizontal configuration. Suppose that the beam is excited by a small initial push and left to vibrate with angular displacement . As a result the mass m2 undergoes a lateral-displacement (up and down) vibration y. An equivalent vibratory system is shown in Figure P2.8(b). Here meq is an equivalent mass assumed to be present at the location of m2 and restrained by an equivalent linear spring there with stiffness keq. (a) Explain why gravity effects do not enter into the equations of motion of Figure P2.8, assuming that and y are measured from the static equilibrium configuration. (b) (c) Obtain expressions for meq and keq in terms of the parameters of the original system shown in Figure P2.8(a). What is the natural frequency of the system in Figure P2.8(a)? What is the natural frequency of the system in Figure P2.8(b)? Comment on these results. 2.13 The inverted pendulum may be used as a simple model in the stability studies of inherently unstable systems such as rockets. Consider an inverted pendulum of point mass m and length l, which is restrained at its pivot (assumed to be smooth) by a torsional spring of stiffness k. This arrangement is sketched in Figure P2.13.

海外留学对于assignment的要求

海外留学对于assignment的要求assignment在我们以前学习英语的时候，只知道它是作业的意思。

而随着我们的长大，甚至出国留了学，却发现我们不会写assignment了，为什么？在欧美，一些大学的assignment其实有两种，一种是报告形式，另一种则是文章、短文的形式。

它们需要各专业的专业性知识，用这两种形式来完成导师布置的相关任务。

那么从国内去海外留学的留学生们怎么去适应欧美的这些assignment呢？本站可为您提供专业的指导服务，接下来先让我们来参详一下某海外assignment 要求，供大家参考。

Written Assignment and Guidelines for SubmissionAssignment Question:Discuss the effects of ageing under each of the following headings:1. Psychosocial2. Behavioural3. BiologicalDue Date:A hard copy of the 1000 to 1250 word assignment is due no later than 17:00 hours on Friday 15th April (end of week 7).Late submissions will not be accepted unless an Assignment Extension has been granted by the Course Coordinator Dr Tony Bush.Extension forms are available from the School of Health Sciences office on Level 4 of Building 201 (for Bundoora students) or from the School website on the RMIT internet. Students must follow School policy when applying for an extension; and must not assume that it will be granted automatically.Guidelines for submissionThese guidelines are intended to assist students in formulating a comprehensive and appropriate response to the question. The purpose of this assignment is for students togain an understanding of the biological, behavioural and psychosocial changes that occur with ageing. Throughout this process students can apply knowledge gained though lecture material.Format:Students must use these guidelines to format their assignment. This requires the student to write a brief introduction which should include introducing the topic, and stating what their intentions are in their response to the question.A conclusion is also required, in which the student is required to summarise the major points covered in their submission.The use of headings is mandatory to provide clearly structured signposts for both the student and the examiner. Adherence to the marking guide will ensure that students present their submission in a professional and academic style.Students are not to submit additional information as an Appendix. Headings related to specific content should be used to organise your information, and table of contents must be included.Word limit:An overall word limit of 1000-1250 words is required for this assessment. Students are not to go over the word limit by more than 250 words. If students are under the minimum word limit, it may mean that they have not answered the question in enough detail.References & Referencing:Students are to show evidence of research into the topic; in addition to the required textbook for this course. A minimum number of three (3) references used must be relevant to the topics, and must be contemporary (not older than 5 years generally) and relevant to the context of Ageing. The types of references used should include the textbook & journal articles (minimum of 2).Students should research the topic through the RMIT Library databases and e-journals.Students must reference all information from other sources, using appropriate intext referencing according to the American Psychological Association (APA) style of referencing. This includes intext referencing, and page numbers for direct and indirect quotes. Students must also include a reference list at the end of their assignment written exercise, formatted according to APA referencing style. Students can access information on formatting according to APA through the RMIT Library webpage (under the subject guide – Nursing –referencing – APA), on the Study and Learning Centre webpage or the Style Guide: Strategies for Effective Academic Writing on the DLS. . Students are advised to maintain an ongoing list of all references used during the writing of assignment; including details of web addresses, dates that sites were accessed, page numbers, etc.; to help them collate their final list.Spelling, Grammar & Presentation:Students must ensure that their spelling and grammar, including punctuation, meets academic standards. Spell checks on the computer are useful; but students need to also do a final read-through of their submission to check for errors. It is expected that students will also use professional language and terminology. This should include using and defining medical terms, in keeping with the expectations of registered nurses within the health care setting. The use of abbreviations should be limited to those commonly used, and should be written in full the first time used in the submission. Students are not to use their own shorthand or SMS type. The font used should be a clear typeface, and size 12. Normal size margins apply and double spacing, with students ensuring pages are numbered clearly.Submission Details:Students are to submit only a hard copy of their Assignment by or on the due date, following the instructions on the course DLS. Electronic submission may be asked for, when incidence of plagiarism is suspected so the assignment can be put through Turnitin©. Assignments are not to be emailed to the Course Coordinator. Students are also reminded to retain a hard and/or electronic copy of their submission; until afterthe final course marks have been collated, finalised and released to students.The assignment will be available for collection from the course coordinator after the official release of results.。

CETP1_Assignment2_Solution

CETP Solution for Assignment 2Notes: This is a solution for your reference, not provided by the professor. I hope Isolved the problems all correctly.Pre-solving:There is a key point to remember:Capital k t is a stock variable rather than a flow variable. It is determined by the past history, t herefore whenever there’s a change k t cannot change immediately, in other words it cannot suddenly jump to another level.However, consumption c t is not a stock variable so that we can change it at any time. Thus when a change comes, only consumption can jump to another level. Solving problems:I skip the process to figure out the partial derivative equation (PDE) for capital and consumption here.dc t c t∙dt =αk tα−1−ρ−δ−θgθdk tdt=k tα−c t−(n+g+δ)k tThe path is defined by αk tα−1−ρ−δ−θg=0and c t=k tα−(n+g+δ)k t.Question 1:If θchanges, only the PDE for consumption will change. Therefore the condition for steady k∗will also change,α(k t∗)α−1=ρ+δ+θgSince α−1<0, then θdecreases will lead to the increase for k∗. Thus,The initial balanced point is A. When θdecreases, capital does not change while consumption jumps to B immediately which is on the saddle path. Then economy moves from B to C. Clearly, the capital will gradually increase while consumption will decrease first and then increase to a higher level compared with A.Also there are two more cases we can talk about. In both of extension cases the economy moves in the same way as the above one. The only difference between these three cases is the magnitude of consumption in the balanced growth state.The capital will gradually increase while consumption will decrease first and then increase to an equal level compared with A in the left figure, while to a lower level in the right figure.(It’s encouraged to consider all these cases, however we only solve the first case in the following questions. We can think that the exogenous variable such as θ,g and δonly changes a little, therefore the new balanced state also changes a little compared with the old state which excludes the case 2 and case 3.)Question 2:If g changes, both of the two PDE will change. Firstly we consider the PDE for capital,α(k t∗)α−1=ρ+δ+θgSince α−1<0, then g decreases will lead to the increase for k∗.Now let’s t alk about the curve of c t=k tα−(n+g+δ)k t.Two endpoints on X-axisLet c t=0, thenk tα−(n+g+δ)k t=0Clearly one of the solution is 0 and another is k tα−1=n+g+δ. Therefore another solution is increasing as g decreases which means the gap on X-axis will be larger. Peak point horizontally=0,At the peak point which is the maximum point, we have dc tdk tαk tα−1−(n+g+δ)=0Therefore,k t#=(n+g+δα)1α−1=(∆α)1α−1Since α−1<0, then g decreases will lead to the increase for k t#. Therefore the peak point will move to the right horizontally.Peak point verticallySubstitute k t#into the equation, we can obtain the height for peak point c t#,c t#=(k t#)α−(n+g+δ)k t#Then we can check the relation between c t#and g,dc t# dg =−k t#=−(∆α)1α−1<0Then g decreases will lead to the increase for c t#. Therefore the peak point will move to the up vertically.Now combine the above three properties for the curve, we can obtainAbove all, we have figured out the change in both PDE,There may be two possible saddle path, one of which is in blue and another is in red: ●In first case, the consumption level immediately jumps from initial point A to alower level B1and then gradually increases to a higher level at C compared withA. And capital k gradually increases to a higher level.●In second case, the consumption level immediately jumps from initial point A to ahigher level B2and then gradually increases to a much higher level at C compared with A. And capital k gradually increases to a higher level.Question 3:According to αk tα−1−ρ−δ−θg=0and c t=k tα−(n+g+δ)k t and α=0.5, solve this equation set, we can easily get:k t∗=1()2c t∗=12(θg+ρ+δ)−n+g+δ4(θg+ρ+δ)2Question 4:When government is added into the model, the PDE is as follow:dc t t =αk tα−1−ρ−δ−θgdk tdt=k tα−G t−c t−(n+g+δ)k tClearly, only the PDE for capital is changed. Consider the government spending is permanent, then we will get the following figure,The consumption level jumps from initial point A to a lower level B and this point is namely the balanced growth state under permanent situation. The jump-gap here equals to the government spending raising ∆G.However if people know this government spending raising is just temporal, they will reduce their consumption less than∆G. If they directly jump to point B, then the economy is now on the balanced growth path in the new system, and therefore this economy will not move any more before the exit of government extra spending. However, people know that they will go back to point A and it’s their optimal choice to reach some point C on the original saddle path immediately after the exit of government extra spending. Thus, only if they jump to some point B1between A and B, the new system can force the economy to move gradually in advance.Therefore, people will reduce their consumption to B1which is between A and B immediately. Then move from B1to C during which capital is changing gradually, thus this process is not a jump. The economy reaches the saddle path at C at the moment government spending returns to its initial level. Finally, the economy goes back to A following the saddle path.Suppose government raises the spending at t1and ends it at t2, and according to the class notes we know rate of returns is defined by r t=α∙k tα−1−δ, therefore r t is decreasing as k t.2014/12/28End。

Assignment 02-1

Assignment I: CalculatorObjectiveThis assignment has two parts. The goal of the ﬁrst part of the assignment is to recreate the demonstration given in class on Wednesday. Not to worry, you will be given very detailed walk-through instructions. It is important, however, that you understand what you are doing with each step of the walk-through because the second part of the assignment is to add a few extensions to your calculator which will require similar steps to those taken in the walk-through.This assignment must be submitted using the submit script (see the class website for details) by 11:59pm on Tuesday, April 6th. You may submit it multiple times if you wish. Only the last submission will be counted. For example, it might be a good idea to go ahead and submit it after you have done the walk-through and gotten that part working.Be sure to check out the Hints section below!Materials•By this point, you should have been sent an invitation to your sunet e-mail to join the iPhone University Developer Program. You must accept this invitation and download the iPhone SDK.It is critical that you get the SDK downloaded and functioning as early as possible in the week so that if you have problems you will have a chance to talk to the TA’s and get help. If you wait until the weekend (or later!) and you cannot get the SDK downloaded and installed, it is unlikely you’ll ﬁnish this assignment on time.•The walkthrough document for the ﬁrst part of the assignment can be found on the class website (same place you found this document).Required Tasks1.Follow the walk-through instructions (separate document) to build and run thecalculator in the iPhone Simulator. Do not proceed to the next steps unless yourcalculator builds without warnings or errors and functions as expected.2.Your calculator already works with ﬂoating point numbers (e.g. if you press 3 / 4 =it will properly show the resulting value of 0.75), however, there is no way for the user to enter a ﬂoating point number. Remedy this.3.Add the following four single-operand operators:•1/x : inverts the number in the display (i.e. 4 becomes .25). Be sure to handle the case where the display currently contains a zero. You can fail silently, but don’tcrash.•+/-: changes the sign of the number in the display.•sin : calculates the sine of the number in the display.•cos : calculates the cosine of the number in the display.4.Add the following three “memory” buttons:•Store : stores the current value of the display into a memory location.•Recall : recalls the value in memory.•Mem + : adds the current value of the display to whatever’s already in memory. 5.Add a “C” button that clears everything (display, “waiting” operations, memory).Hints1.Be careful when copying and pasting buttons in Interface Builder because the target/action of the button will be copied as well.•Sometimes this is what you want (if you’re creating 9 more digit buttons from an existing digit button or some more operation buttons from an existing operationbutton).•Sometimes it is not what you want (if you’re copying and pasting a digit button to try and make an operation button).•Buttons can have multiple target/action pairs, so if you copy a digit button to make an operation button and then ctrl-drag a connection from the new button to File’s Owner (your CalculatorViewController) and hook it up tooperationPressed:, then when you press that button both digitPressed:andoperationPressed: will be sent. This is most deﬁnitely not what you want.•To disconnect an unwanted target/action, ctrl-right-mouse on the sending object.You will get a list of all the actions it sends (and on what event it sends it). Justscroll down to the unwanted one and click the little X to disconnect it.2.There’s an NSString method which you might ﬁnd quite useful for doing the ﬂoatingpoint part of this assignment. It’s called rangeOfString: Check it out in thedocumentation. It returns an NSRange which is just a normal C struct which you can access using dot notation. For example, consider the following code:NSString *greeting = @"Hello There Joe, how are ya?";NSRange range = [greeting rangeOfString:@"Joe"];if (range.location == NSNotFound) { … } // no Joe!3.Non-object comparisons use == (double equals), not = (single equals). A single equalsmeans “assignment.” A double equals means “test for equality.” See the last line of code above. Object comparisons for equality usually use the isEqual: method.Comparing objects using == is dangerous. == only checks to see if the two pointers are the same (i.e. they point to exactly the same instance of an object). It does not check to see if two different objects are semantically the same.4.Don’t forget that NSString constants start with @. See the greeting variable in thecode fragment above. Constants without out the @ (e.g. “hello”) are const char * and are rarely used on the iPhone.5.While 192.168.0.1 is a valid IP address, it is not a valid ﬂoating point number. Do notlet your user enter that in your calculator!6.Be careful of the case where the user starts off entering a new number by pressing thedecimal point, e.g., they want to enter the number “.5” into their calculator. Handle this case properly.7.sin() and cos() are functions in the normal BSD Unix C library. Feel free to usethem to calculate sine and cosine.8.When you add a single-operand operator, be careful of where you put your if’s,else’s and {}’s.9.The three memory buttons and the clear button can all simply be treated like single-operand operations. Creating a bunch more methods to handle all those cases is a waste of code on your part and on the part of any object who wants to use theCalculatorBrain’s public API. These functions operate on or assign the current operand just like any other single-operand operation does, so there’s no need to treat them differently.10.This entire assignment can be done by adding one method (for the ﬂoating-pointpart), one instance variable (for the memory part), and less than 20 lines of code total (not including curly braces). Economy is valuable in coding: the easiest way to ensurea bug-free line of code is not to write the line of code at all.LinksMost of the information you need is best found by searching in the documentation through Xcode (see the Help menu there), but here are a few links to Apple Conceptual Documentation that you might ﬁnd helpful. Remember that we are going to go much more in-depth about Objective-C and the rest of the development environment next week, so don’t feel the need to absorb these documents in their entirety.•Objective-C Primer•Introduction to Objective-C•NSString ReferenceEvaluationIn all of the assignments this quarter, writing quality code that builds without warnings or errors, and then testing the resulting application and iterating until it functions properly is the goal.Here are the most common reasons assignments are marked down:•Project does not build.•Project does not build without warnings.•One or more items in the Required Tasks section was not satisﬁed.• A fundamental concept was not understood.•Code is sloppy and hard to read (e.g. indentation is not consistent, etc.).•Assignment was turned in late (you get 3 late days per quarter, so use them wisely).Extra CreditHere are a few ideas for some more things you could do to get some more experience with the SDK at this point in the game. Any and all are optional, but you will be given extra credit for any you complete.1.Add a UILabel somewhere in the user-interface which shows the contents of theCalculatorBrain’s memory. This will require the CalculatorBrain to “export”this information to your Controller via the CalculatorBrain’s API (i.e. a newmethod in its header ﬁle, CalculatorBrain.h).2.Note that we have not asked you to implement a “clear memory (only)” button. Thiswould be straightforward in your CalculatorBrain (it’s just yet another single-operand operation), but it’s a bit more of a challenge to yourCalculatorViewController than the other memory operations are. Why is that?Hint: Clearing memory should have no effect on anything else the user is doing in the calculator at the time.3.Implement a “backspace” button for the user to press if they hit the wrong digitbutton. This is not intended to be “undo,” so if they hit the wrong operation button, they are out of luck!4.Add a π button.5.Implement a user-interface for choosing whether the operand to sin() or cos() isconsidered radians or degrees. When you call sin(x) in the C library, x is assumed to be in radians (i.e. 0 to 2π goes around the circle once), but users might want to enter 180 and press the sin button and get 0 instead of -0.8012 (which is the sine of 180 radians). You could use a UIButton for this and switch out the titleLabel’s text each time the UIButton is pressed, but a better way would be to see if you can ﬁgure out how to use a UISwitch by reading the documentation (if you dare!).6.Add a UILabel somewhere in your user-interface which shows the state of a 2-operand operation in progress. For example, if the user hit the following buttons 3 +4 *5 = this extra ﬁeld would show nothing until the +, at which point it woulddisplay 3 + then it would change to 7 * as soon as the * button was pressed. Like Extra Credit #1 above, you will need to augment your CalculatorBrain’s public API to share information about whether there is a 2-operand operation pending or not since that is currently private implementation in the CalculatorBrain. A cool place to put this UILabel is above the display and left-aligned.。

Assignment 2(1)

A. B. C. D.
a trade deficit is always good. a trade deficit is always bad. a trade deficit may be good or bad. a trade surplus is always bad.
16. When the real exchange rate rises:
19. If the real exchange rate between the United States and Japan remains unchanged, and the
inflation rate in the United States is 6 percent and the inflation rate in Japan is 3 percent, the: A. dollar will appreciate by 3 percent against the yen. B. yen will appreciate by 3 percent against the dollar. C. yen will appreciate by 6 percent against the dollar. D. yen will appreciate by 9 percent against the dollar.
theory, if velocity is constant, then ______ determines real GDP and ______ determines nominal GDP. A. the productive capability of the economy; the money supply B. the money supply; the productive capability of the economy C. velocity; the money supply D. the money supply; velocity

新探索研究生英语(基础级)视听说教程U2教师用书

Upon completion of this unit, the T is expected to enable Ss to:•understand the principles of good design KnowledgeDieter Rams’ 10 Principles of good designDesign is everywhere. The alarm clock that wakes you up every morning, the toothbrush you brush your teeth with, the bike you ride to school, or the high-speed train you take when travelling … Have you ever observed designs in your life and wondered, what designs are good designs? And what designs are ineffective?You may come up with different ideas. There is a famous guideline called 10 principles for good design . These principles were developed by Dieter Rams, a German industrial designer. He was the guiding force of Braun, afamous consumer products company. Now let’s look at these principles.1.Good design is innovative. Innovative design always develops in line with innovative technology.2.Good design makes a product useful. A well-designed product should fulfill its functions.3.Good design is aesthetic. Most products are used frequently and their aesthetic quality influences theemotional well-being of the user.4.Good design makes a product understandable. Ideally, it should be self-explanatory.5.Good design is unobtrusive. Products are usually used as tools, not works of art. Their designs shouldtherefore be both neutral and restrained, to leave room for the user’s self-expression.6.Good design is honest. It does not attempt to manipulate the consumer with promises that cannot bekept.7.Good design is long-lasting. It is supposed to last for many years and make a product durable.8.Good design is thorough down to the last detail. Nothing can be arbitrary or left to chance. Care andaccuracy in the design process show respect toward the consumer.9.Good design is environmentally friendly. It conserves resources and minimizes pollution throughout thelifecycle of the product.10.Good design is as simple as possible. Less, but better, because it concentrates on the essential aspects.Words and expressionsaesthetic adj.美学的unobtrusive adj.不引人注目的，不显眼的restrained adj. （行为）克制的，有节制的arbitrary adj.任意的conserve v. 节约（水，能源等）Proper namesDieter Rams 迪特尔·拉姆斯（1932 –，德国著名工业设计师）Braun 博朗（德国公司）1Introduce the unit topic by presenting which designs in Task 1 have received the most ticks according to Ucampus statistics and raising a discussion on what is good about them.2Go through the infographic with the class to check Ss’ understanding of the ten principles and figure out those that need further explanations.3Deal with the difficult principles by eliciting from Ss examples of products that meet or don’t meet the criteria.4Ss work in groups to discuss the questions in Task 2. Ask 1-2 Ss to share their opinions.1Ask Ss who Dieter Rams is and how important the ten principles were in his work.2Encourage Ss to consider the difference between art and design.Ss’ answers may be:1)Dieter Rams (born 1932) is a German industrial designer and academic. He was the guiding forceof Braun, a famous consumer products company. He formulated his ten principles in the 1970sas a way of deciding whether his own designs were good enough. He designed many classicproducts using these principles.2)Art is about creating visual impact (e.g., something beautiful, shocking, or thought-provoking).Design involves a combination of visual impact and usefulness (e.g., something that looksamazing and also works brilliantly).Task 1Open-ended.Task 21.I’m most impressed by the last one, “Good design is as simple as possible.” The first thing that strikes mewhen I think of the word “design” is designer clothes and other products in boutique stores. They are often intricate, dazzling, and abundant with decorations, and they tend to have strong colors and unconventional designs. At the same time, things with little design, such as the clothes hangers we use every day, are often taken for granted. But these ordinary things are actually the mostextraordinary: they are simple to use, and unlike the fashionable clothes, they are unobtrusive. Perhaps this is the best form of design.2.My favorite clothes hanger is the second one. First, it is thinner than a wooden one, so it would savethe space of my closet. Second, the non-slip design on both end s would stop clothes from slipping off.Third,the small hooks make it easy to hang pants and strappy dresses. Last but not least, unlike the third hanger,it does not leave marks on clothes. The third one provides little support and as a result leaves bumps on clothes and damages the fabric, so it is only useful for small clothes. But this one just suits all sizes.I chose the fabric suitcase. First, it is unobtrusive. It’s a lot more low-key compared to the other twosuitcases. I can take it to a trip without catching too much attention. Second, it is long-lasting. Suitcases with a shiny surface are easy to get scratched. But fabric is stronger, more durable and less likely to be scratched. Third, it is more practical. Fabric is more flexible than plastic, so fabric suitcases allow you to stuff more things into them. Fourth, it is lighter than leather suitcases, so it is the best choice for me.Principles of good designMARTA: Jack! Over here!JACK: Oh, hey Marta. How’s it going?MARTA: OK … I just went to Professor Malik’s office to ask about the assignment for the class I missed. He says we’re supposed to evaluate a product using the design principles of Dieter Rams. Who is he? I’m kind of behind on the reading for that class.JACK: Again? OK well, he’s a German industrial designer who used to work for Braun, you know, the consumer products company? Back in the 1970s, he came up with 10 principles of good design that are still being followed today. Like, for example, a good design is innovative, long-lasting, environmentally friendly … And the most important one, I think, is that it should make the product understandable. He doesn’t believe in designs that have a lot of unnecessary features. You know the classic Braun calculator? Rams designed that and you can see the influence in the iPhone calculator today.MARTA:Really? I think my dad has one of those calculators – they’re ancient. He’s not very good with technology, so I guess it must be fairly “understandable!” Ha-ha! Anyway, have you chosen a product to evaluate for the assignment yet?JACK: Yeah. A door.MARTA: A door?JACK: Yeah. The door to the college library, to be exact. Look, here’s a photo … Can you see the problem? MARTA: Um … no. Not really.JACK: Look at the handle. Are you supposed to pull or push it?MARTA: Well … hmm. It’s not clear.JACK: See, that’s the problem. It’s not clear. The handle is vertical, so naturally you want to pull on it. But that’s not how it works. You have to push. Dieter Rams would say it’s not understandable. Therefore it’s a bad design. MARTA: That’s so interesting. I’d never have thought of that.JACK: I found out that there’s actually a name for badly designed doors. They’re called “Norman doors,” after Don Norman, who wrote a book called The Design of Everyday Things. He believes in what he calls “designing for humans,” which is similar to Dieter Rams’ principle that products should be understandable. Norman says doors are really simple devices. We shouldn’t need written instructions like “pull” or “push” to figure out what to do – it should be obvious from the design.MARTA: I completely agree with him. I wish all products were designed like that.JACK: Especially electronic devices, like phones or tablets …MARTA: No kidding! My parents need a set of written instructions to use the TV remote!JACK: Ha-ha! Yeah, mine can’t operate the microwave …MARTA: Well, to be fair, I got a new coffee machine a few months ago, and I still don’t really understand how to use it. It’s got lots of great features, but I seem to spend more time reading the instruction manual than I do drinking the coffee.JACK: Yeah, that’s just bad design. Complex equipment doesn’t need to be difficult to use.MARTA: True. Argh … what am I going to evaluate for this assignment?JACK: Try to think of something that is attractive, but also functional.MARTA: Yeah, I need something simple … Oh, how about the glass measuring jug you use in the kitchen? You know the thing that has milliliters printed on the side so you can measure liquids?JACK: Well, it’s certainly useful …MARTA: Right, and I’m sure Rams would agree it’s “understandable.” It’s not like you need instructions to use it.JACK: True. Also, it pioneered the use of a new heat-proof glass so you could say it was “innovative” at the time and the design hasn’t changed for at least 100 years, so I guess you could argue it’s “long-lasting” too. MARTA: Definitely.JACK: Well, it sounds like you’ve found a product for the assignment. Let me know if you need any help with anything.MARTA: I will do. Thanks, Jack.Words and expressionsvertical adj.垂直的；直立的tablet n.平板电脑manual n.（尤指机器的）说明书，使用手册measuring jug 量壶；量杯milliliter n.毫升（液量单位）heat-proof adj.抗热的；耐热的Proper namesMalik 马利克Norman door诺曼门（由唐·诺曼提出，指设计不佳，让人搞不清楚如何开的门）Don Norman唐·诺曼（1935–, 美国设计师）Before you listenTask 2Good design should be simple, never too complex.2. It’s important for any mobile device / devices to be attractive, and easy to use.3. If you can’t figure out how something works, it’s badly designed.4. Today’s cell phones have too many hidden features.5. Working in a group is the best way to invent products, and come up with new ideas.6. There is no easy way to measure the success of a product’s design.7. You shouldn’t need instructions to operate new technology.8. Buy products because they’re functional, not because they look good.Step 2 Think about the sentences, and choose the one(s) you agree with.1. Good design should be simple, never too complex.2. It’s important for any mobile device to be attractive, and easy to use.3. If you can’t figure out how something works, it’s badly designed.4. Today’s cell phones have too many hidden features.5. Working in a group is the best way to invent products, and come up with new ideas.6. There is no easy way to measure the success of a product’s design.7. You shouldn’t need instructions to operate new technology.8. Buy products because they’re functional, not because they look good.Reference answers:Open-ended.Task 3 Look at the following pictures of everyday objects. Do you think they are well-designed? Why or whyYour opinion:_______________________________________________________________________Reference answers:I think the coffee machine is not well-designed. It seems to have a lot of features, and as a result, it is a little bit complex. It might be not easy to figure out how it works. I may have to read the instruction manual before I can make a cup of coffee.Global listeningListen to Principles of good design and rearrange the products in the order they are mentioned._____6_____ measuring jug_____1_____ the Braun calculator_____3_____ TV remote_____5_____ coffee machine_____4_____ microwave_____2_____ Norman doorsClose listeningTask 1 Listen to Principles of good design again and choose the best answer to each question you hear.1.Question 1A. It should be innovative.B. It should be long-lasting.C. It should be environmentally friendly.D. It should make the product understandable.2.Question 2A. It is a poorly designed product.B. It is a product designed by Rams.C. It is a product designed in the 1970s.D. It is a product innovatively designed.3.Question 3A. It costs more money than necessary.B. It is difficult to operate.C. It does not need a complicated instruction manual.D. It has few good features.4. Question 4A. A TV remote.B. A coffee machine.C. A measuring jug.D. An automatic door.Questions:1.What is the most important principle of good design according to Jack?2.Why is the Braun calculator mentioned?3.What does Marta think about her coffee machine?4.What does Marta choose to evaluate for her assignment?Task 2 Answer the following questions according to what you have heard.1.What does Jack say about the door in his school library?2.What does Don Norman believe about doors?Reference answers:1．Jack thinks the door is badly designed. You need to push the handle to open it. But the handle is vertical, so naturally you want to pull on it. It’s not clear.2．Don Norman believes in what he calls “designing for humans.” He thinks doors are really simple devices.We shouldn’t need written instructions like “pull” or “push” to figure out what to do – it should be obvious from the design.Task 2 Listen to Principles of good design again and choose the best answer to each question you hear.1.Question 1A. It is complicated.B. It has unnecessary features.C. It has a simple design.D. It is no longer in production.2.Question 2A. He thinks designers can ignore the users of their products.B. He thinks doors are usually badly designed.C. He is interested in everyday items being simple to use.D. He thinks products should clearly state how they should be used.3.Question 3A. Preserving food.B. Mixing powder.C. Measuring hot liquids.D. Boiling water.4.Question 4A. She is a fast learner.B. She admires her father’s understanding of technology.C. She is lazy.D. She lives in a university dormitory.Questions:1.What can we infer about the Braun calculator?2.What can we infer about Don Norman?3.What was Marta’s kitchen jug designed to be most useful for?4.What can we infer about Marta?Close listening1Ask Ss to read the questions in Task 2. Then play the recording. Ask Ss to take notes while listening.2After listening to the recording, Ss are supposed to answer the questions in turn with their partners. They can also share ideas and negotiate with group members.3After group discussion, T invites 1 or 2 Ss to share answers with the whole class. T gives comments on the Ss’ answers.1Ss watch a video or a picture about the special door design of Tesla which is designed differently from that of traditional automobiles. Tesla’s doorknob is designed in an “invisible style”.2Evaluate the special door design according to the 10 principles mentioned in the viewing part. For example, although this kind of design looks beautiful, simple and innovative, I think it is not practical and it may bring people trouble in opening the door, especially for kids and the elderly. Give your advice to help improve the design if possible.Academic listening skill1Play the recording, and ask Ss to check the answer in Task 2 with group members and find more examples of inference.2Ask Ss to design one inference exercise for their partners. Check whether they can answer it correctly or not. Make comments on their mutual practice.Sample exercise:1)Like Marta said, “Well, to be fair, I got a new coffee machine a few months ago, and I still don’t reallyunderstand how to use it. It’s got lots of great features, but I seem to spend more time reading the instruction manual than I do drinking the coffee.”2)What does Marta imply?3)Well, actually, she is not satisfied with the design of the coffee machine. According to the designprinciples of Dieter Rams, this design is not understandable.Oral practiceTask 1 The following sentences will help you evaluate product design. Translate the Chinese in brackets into English using the words and expressions you’ve just learned, and then record each sentence.1. A good design is innovative (创新的), long-lasting, environmentally friendly … And the most importantone, I think, is that it should make the product understandable (易于理解的) .2.He doesn’t believe in designs that have a lot of unnecessary features (特点，特征).3.Norman says doors are really simple devices (设备，装置).4.We shouldn’t need written instructions (操作指南) like “pull” or “push” to figure out (理解) what to do –it should be obvious from the design.Task 2 You will hear four clips of the conversation. Each clip will be played only ONCE. After you hear a tone, please repeat the exact words the second speaker has said. You may take some notes while you listen.1.JACK: See, that’s the problem. It’s not clear. The handle is vertical, so naturally you want to pull on it. But that’s not how it works. You have to push. Dieter Rams would say it’s not understandable. Therefore … it’s a bad design.MARTA: That’s so interesting. I’d never have thought of that.2.JACK: Norman says doors are really simple devices. We shouldn’t need written instructions like “pull” or “push” to figure out what to do – it should be obvious from the design.MARTA: I completely agree with him. I wish all products were designed like that.3.JACK: Try to think of something that is attractive, but also functional.MARTA: Yeah, I need something simple … Oh, how about the glass measuring jug you use in the kitchen?4.JACK: Well, it’s certainly useful …MARTA: Right, and I’m sure Rams would agree it’s “understandable.” It’s not like you need instructions to use it.VR and ARHello everyone. My name is Russell McGraw and I’m a member of a team that works to design virtual reality and augmented reality products, not just games but also products with practical uses in fields like medicine, science, and even fashion. A lot of people are confused by the terms “augmented reality” and “virtual reality,” so what I want to do today is define these terms, explain the similarities and differences between them andgive examples of some of their current and potential future applications.Augmented reality and virtual reality have one major similarity, and that is that both are designed to alter our view of the world. However, the way they do it, and the technology they employ, are different.Let me start by talking about augmented reality, or AR for short. AR has been in the news recently because of its use in the game Pokémon Go, which came out in 2016 and became a worldwide hit. To “augment” something means to add to it or increase it. For example, you can augment your income by taking a second job or working more hours. Augmented reality is a technology that layers or puts computer-generated content on top of the existing environment.You view it through a device like a smartphone or a tablet. So, when people play Pokémon Go, they see the real environment around them, combined with artificial images of little monsters that players can interact with in all sorts of fun ways.Now, in contrast, virtual reality is an artificial, computer-generated simulation – that means a copy – of a real-world environment. You enter the VR world via a specially designed headset like the one in this photo. The headset completely shuts out the real world and allows you to enter the virtual world. It feels real. The action takes place all around you, in 360 degrees, so you’re encouraged to turn around, look around, and move around, like in the real world. The people and objects are three-dimensional and they appear life-size.So, in short, while augmented reality places digital content in the real world, virtual reality is designed to take the viewer completely out of the real world. The two technologies are opposites in that way.OK, until now, both technologies have been used successfully for entertainment and play. But more and more they’re being used for practical purposes as well. Consider the field of aviation. Have you ever heard of a flight simulator? It’s a machine for training pilots. It’s designed exactly like a real airplane, and it has the ability to move in ways that simulate, or copy, the movement of an airplane as it takes off and lands, though of course it never actually leaves the ground. The pilot controls it just as he or she would a real plane. Virtual reality is used to create the landscape the pilot sees and to copy the kinds of messages and feedback that pilots normally receive. So, the simulator allows pilots to practice flying virtually in all kinds of weather, and to handle every sort of emergency safely and inexpensively.In the medical field, augmented reality has been used to help students by layering a map of the bones and muscles onto a life-size, three-dimensional model of the human body. Also, virtual reality has been used to train surgeons in situations where it would be dangerous or difficult to operate on living people. And a very interesting use of augmented reality is in treating extreme fears called phobias. Let’s say you have a person with arachnophobia, which is a fear of spiders. The normal treatment for phobias is to expose people to the thing they’re afraid of in small, controlled amounts. But doctors don’t usually keep jars of spiders in their offices. Virtual reality provides a practical substitute for the real thing.Augmented reality also has many potential uses in the fashion industry. For example, today there are websites that allow you to upload a photo of yourself and then try on as many pairs of eyeglasses as you want. Soon there will be virtual dressing rooms and even virtual shopping malls. Someday soon there may be augmentedcooking lessons, or car repair, or an augmented GPS system that’s part of the car’s windshield, so drivers can get directions at the same time as they’re looking at the road.I see we’re running out of time, so to finish I’ll mention some future developments in the areas of virtual and augmented reality. One is the addition of haptic feedback to the virtual reality environment. The term “haptic” is defined as “relating to the sense of touch,” for example someone touches you on the hand in your virtual world; in the real world using haptic feedback you’d actually be able to feel the touch. Amazing, right? The main development moving forward is that eventually augmented and virtual reality won’t be separate experiences. Rather, they’ll be combined to create a blended experience that has both real and artificial elements and that reduces the distance between real and digital worlds.Words and expressionsaugmented reality (AR) 增强现实virtual reality (VR) 虚拟现实simulation n. 模拟，仿真（尤用于试验）aviation n. 航空；航空学layer v.铺一层……phobia n. 恐惧(症)arachnophobia n.蜘蛛恐惧症substitute n.代替物，替代品windshield n.（汽车前部的）挡风玻璃haptic adj. 触觉的Proper namesRussell McGraw 罗素·麦格劳Pokémon Go 精灵宝可梦Go（一款手机游戏）Before you listen1.This is just one similarity between the two programs.puter-generated imagery (CGI) is a common feature of modern movies.3.It’s not real though. Players explore a(n) artificial universe.4.Feedback on the game has been generally positive.5.We used a computer simulation to test our design.6.The program allows designers to layer text over the image.7.Students build real three-dimensional models to explain their design.Task 2 Look at the following pictures and answer the questions.1. What are the people doing in the pictures?2. What do you know about augmented reality (AR) and virtual reality (VR)?Reference answers:1. In the first picture, the woman is using a virtual reality headset to experience something and make movesaccordingly. In the second picture, the person is playing a game called Pokémon Go using the augmented reality technology.2. Augmented reality (AR) is a technology that layers or puts computer-generated content on top of theexisting environment. Virtual reality (VR) is an artificial, computer-generated copy of a real-world environment.Global listening1. Introduction (speaker and topic)1) Similarity between AR and VR: alter our perception of the world.2) Definition: augmented realityEx.: Pokémon Go3) Definition: virtual reality2. Uses of AR and VR todayEntertainment4) Aviation5) Medicine3. AR and VR in the futureFashion6) Haptic feedback7) Blended AR and VR experienceClose listeningTask 1 Listen to AR and VR again and fill in the blanks with AR , VR , or Both .1. ___Both ____ alter(s) our perception of reality;2. ___AR ______ combine(s) the real environment with artificial images;3. ___VR ______ require(s) a special headset;4. ___Both ____ is/are used for entertainment and play;5. ___VR __ ___ is/are used for training pilots;6. ___VR ___ __ is/are used to train surgeons;7. ___VR ___ __ will soon include haptic feedback.Task 2 Answer the following questions according to what you have heard.1. What are the differences between AR and VR?2. In what ways are AR and VR used today?Reference answers:1. AR puts computer-generated content on top of the existing environment, while VR is an artificial,computer-generated simulation of a real-world environment.2. In the field of aviation, VR can be used in a flight simulator for training pilots.In the medical field, AR has been used to help students by layering a map of the bones and muscles onto a life-size, three-dimensional model of the human body. Also, VR has been used to train surgeons in situations where it would be dangerous or difficult to operate on living people.AR also has many potential uses in the fashion industry. For example, today there are websites that allow you to upload a photo of yourself and then try on as many pairs of eyeglasses as you want.Task 3 Work in pairs to discuss the following question. In your opinion, how will AR and VR change our life in the future? What other potential application of AR and VR can you think of?Reference answers:Open-ended.Academic listening skill Task 1 Watch the mini-lecture and learn about the skill of listening for key terms.again and complete the definitions with the words or expressions in the box. To augment something means to add to it or increase it.2. Augmented reality is a technology that layers or puts computer-generated content on top of the existingenvironment.3. Virtual reality is an artificial, computer-generated simulation – that means a copy – of a real-worldenvironment.4. Let’s say you have a patient with arachnophobia , which is a fear of spiders.5. The term “haptic ” is defined as “relating to the sense of touch.”You can watch the video on Ucampus.Close listening1Ask Ss to read the questions in Task 2. Then play the recording. Ask Ss to take notes while listening.2After listening to the recording, Ss are supposed to answer the questions in turn with their partners. They can also share ideas and negotiate with group members.3After group discussion, T invites 1 or 2 Ss to share answers with the whole class. Finally, T gives comments on the Ss’ answers.4Ask Ss to read the questions in Task 3 and pick one from the two to answer. Ss think individually for one minute, then jot down several points of how AR and VR will change our life in the future or the potential application of AR and VR. Remind Ss to pay attention to the fluency of their renderings. (fluency indicators – less accidental pauses, shorter pauses, less repetitions)5Ss share ideas with their partners and compare with group members.6T invites 1 or 2 Ss to share answers with the whole class. Finally, T gives comments on the Ss’ answers according to the criteria provided. (fluency indicators – less accidental pauses, shorter pauses, less repetitions)Academic listening skill1Ask Ss to tell their partners how to better understand a term in listening to a lecture according to what they have learned in the mini-lecture about listening for key terms.2Ask Ss to describe AR or VR through definitions, comparisons or examples (pick up at least two approaches from the three), and then share them with their partners. Pay attention to the usage of signal words and expressions in description.3T invites 1 or 2 Ss to share answers with the whole class. Finally, T gives comments on the Ss’ answers according to the criteria provided. (fluency indicators – less accidental pauses, shorter pauses, less repetitions)1Ask Ss to decide on a term they would like to describe, like “artificial intelligence,” “primary effect,”“behaviourism,” etc. Then jot down the key points of the term by considering the perspectives of definitions, comparisons and examples.2Ask Ss to perform like a speaker explaining the term they chose to their group members.3T invites 1 or 2 Ss to share answers with the whole class. Finally, T gives comments on the Ss’ answers.Ss’ answers may be:Artificial intelligence, or AI for short, is a branch of computer science that aims to learn abouthow human intelligence works and to manufacture a new intelligent machine which can work ina similar way as human intelligence. It has practical uses in fields like robots, languagerecognition, image recognition and natural language processing, covering the knowledge of avariety of different subjects such as biology, material and psychology. Compared to traditional。

许明武著新闻英语与翻译北京中国对外翻译出版社

COURSE ANNOUNCEMENTS Course announcements and materials will be posted on WebCT / distributed in class. Policy on Absenteeism In respect of individual courses, a student who, without permission to take leave, has been absent for a continuous period exceeding 4 weeks shall, subject to the Department Board’s approval, be given Grade F for the course(s) concerned.
Press. Itule, Bruce D. & Douglas A. Anderson. (2007). News Writing and Reporting for Today’s Media.
Boston: McGraw-Hill. Rattu, K.K. 2000. Translation through Media in New Millennium. Jaipur: Surabhi Publications. 許明武著《新聞英語與翻譯》北京：中國對外翻譯出版社，2003 年。
TOPICS COVERED Journalistic Writing and the Nature of Translation Journalistic Translation: Problems and Difficulties Structure of News Dictionary and Research Methods News Titles and their Translation News Lead: Writing and Translation Quotation and Attribution Selection and Synthesis Translation and Editing: Transediting Principles and Techniques of Translating for the Press: