IF - 2020-11 - Lecture 6 - Multi-National Capital Investment - 1
multivariate statistical analysis
Multivariate Statistical AnalysisMultivariate statistical analysis is a powerful tool used to analyze complex data sets that involve multiple variables. It provides insights into the relationship between variables and allows us to understating the underlying structure and patterns within the data.IntroductionIn a univariate analysis, we typically examine a single variable at a time, such as analyzing the distribution of income or the average temperature over time. However, real-world problems are often more complex, involving multiple variables that interact with each other.Multivariate statistical analysis aims to address this complexity by considering multiple variables simultaneously. It allows us to identify how different variables are related to each other and to understand the joint behavior of these variables.Types of Multivariate Statistical AnalysisThere are various types of multivariate statistical analysis techniques, each designed to answer different research questions and address different types of data. Some of the commonly used techniques include:Principal Component Analysis (PCA)PCA is a dimensionality reduction technique that aims to identify the most important variables or combinations of variables that explain the majority of the variance in the data. It transforms the original variables into a smaller set of uncorrelated variables called principal components.1.Identify the variables and their correlations.2.Determine the eigenvectors and eigenvalues of the correlationmatrix.3.Select the principal components based on their eigenvalues.4.Interpret the results and analyze the contribution of eachprincipal component.Factor AnalysisFactor analysis is another dimensionality reduction technique that aims to identify the underlying latent variables or factors that explain the covariance structure in the data. It is often used in psychology and social sciences to understand the factors that influence human behavior.1.Define the variables and their relationships.2.Estimate the factor loadings, which represent the strength of therelationship between each variable and each factor.3.Determine the number of factors to retain based on criteria suchas eigenvalues or explained variance.4.Interpret the factors and analyze their impact on the variables.Cluster AnalysisCluster analysis is a technique used to group similar observations or variables into clusters based on their characteristics. It helps to identify patterns and similarities within the data and can be used for segmenting customers, grouping genes, or classifying objects.1.Select the variables to be included in the cluster analysis.2.Choose a distance metric to measure the similarity betweenobservations or variables.3.Apply a clustering algorithm such as k-means or hierarchicalclustering.4.Evaluate the clusters and interpret the results.Discriminant AnalysisDiscriminant analysis aims to identify the variables that best discriminate between two or more groups. It is often used in marketing and biomedical research to predict group membership based on a set of predictors.1.Define the groups and the predictor variables.2.Estimate the discriminant function coefficients.3.Evaluate the model’s performance using measures such as accuracyor confusion matrix.4.Interpret the discriminant function and analyze the impact of eachpredictor variable.Advantages of Multivariate Statistical AnalysisMultivariate statistical analysis offers several advantages over univariate analysis:1.Identifying hidden patterns: By considering multiple variablessimultaneously, we can uncover hidden relationships and patternsthat are not visible in univariate analysis.2.Reducing dimensionality: Multivariate techniques such as PCA andfactor analysis help to reduce the dimensionality of the data byidentifying the most important variables or factors.3.Better understanding of complex systems: Multivariate analysisallows for a more comprehensive understanding of complex systemsby considering the interdependencies between variables.4.Improved predictive modeling: By incorporating multiplepredictors, multivariate techniques can improve the accuracy androbustness of predictive models.5.More efficient data exploration: Multivariate techniques providea systematic and structured approach to data exploration, enablingresearchers to efficiently explore and analyze large and complexdata sets.ConclusionMultivariate statistical analysis is a valuable tool for researchers and analysts working with complex data sets. It allows for a deeper understanding of the relationships between variables, uncovering hidden patterns, and providing insights into complex systems. By employing techniques such as PCA, factor analysis, cluster analysis, and discriminant analysis, researchers can make more informed decisions and develop robust models. It is essential to choose the appropriate technique based on the research question and the characteristics of the data.。
2020届人教版全国高考英语阅读专项-词汇与记忆-重点词汇第一轮梳理-F、G开头的单词讲解与测试(有答案)
F、G开头的单词讲解与测试词汇测试与运用一、Test 13Section A. Match Column A with Column B and write down the right order below.Column A Column B1234Section B. Put the following words into Chinese.1. evil______________2. excursion._________3. exhausted_________4. exclaim___________5. exhibit____________6. exit______________7. eyebrow __________8. fable_____________9. facility____________ 10. faint______________ 11. fake______________ 12. fancy ____________513. eventual___________ 14. everlasting___________15. evident____________ 16. evolve_____________17. exploit_____________ 18. fatal_______________19. fate________________ 20. faulty______________Section C.Choose the right word from the table to fill in the blank of each sentence with correct forms.1. The child stood at the shop window for a long time because of the________ of toys on display.2. He was out of breath; the___________ dream excited him.63. On account of his perfect skills and formal musical education background, the young musician rose quicklyto___________.4. He was a worthy soldier, for he followed the instructions___________.5. The problem worrying me is to what___________ we can believe him.6. It was dull; his recitation was almost___________.7. The fireworks___________ in his hand, injuring him in the eyes.8. His behaviour___________the last trace of affection she had for him.9. The decay of the government caused the___________ of the youthful hopes.10. In the course of his ___________of the country, he found out some of the secret.11. They cannot offer a satisfactory ___________of the mystery.12. We can redecorate the room at little___________, if we use the old paint.713. She had high___________ of what the university had to offer.14. All air must be'___________ from the bottle if the experiment is to work.15. He looked at his child with___________ pride.Section D. Put the following sentences into English. （运用动词不定时进行翻译）1.为了维护持久的和平，我们得与恐怖主义作斗争。
易错点11 情态动词与虚拟语气-备战2022年高考英语考试易错题 (原卷版)
专题11 情态动词和虚拟语气易错题【01】情态动词基本用法易错题【02】情态动词表推测的用法易错题【03】虚拟语气01情态动词基本用法1.（2020·天津卷）Jim says we ______ stay in his house as long as we leave it clean and tidy .A. mustB. canC. needD. should1．The only thing that I ________ do was that I wished her a long life.2．It can give us energy and making us happy.________3．Meanwhile, I found out that with more patience I must make my toys last.________ 4．So real friendship should able to stand all sorts of tests.________02情态动词表推测的用法【2018·北京】In today’s information age, the loss of data _________ cause serious problems for a company.A. needB. shouldC. canD. must1.(2018·天津高考)I can't find my purse. I might ________ (leave) it in the supermarket yesterday, but I'm not sure.2．(2017·北京高考)Samuel, the tallest boy in our class, ________ easily reach the books onthe top shelf.3．You ________ not have waken me up. I don't have to go to work today.03虚拟语气（2020·江苏卷）If I hadn’t been faced with so many barriers, I _____where I am.A. won’t beB. wouldn’t have beenC. wouldn’t beD. shouldn’t have been1．There is a good social life in the village, and I wish I _______ (have) a second chance to become more involved.2．If the new safety system ________ (put) to use, the accident would never have happened.高考真题在线1.It used to be that you drive for miles here without seeing another person, but now there are houses and people everywhere.A. needB. shouldC. couldD. must2．（2020·天津卷单项填空）Jim says we ______ stay in his house as long as we leave it clean and tidy .A．must B．can C．need D．should 3．（2020·天津卷单项填空）You ____________ have scolded him for his poor performance. After all, he had done his best.A．must B．should C．mustn’t D．shouldn't4. （2020·江苏卷单项填空）If I hadn’t been faced with so many barriers, I _____where I am.A. won’t beB. wouldn’t have beenC. wouldn’t beD. shouldn’t have been5.【2019·江苏卷·单项填空】31.What a pity! You missed the sightseeing, or we _________a good time together.A. HadB. will haveC. would have hadD. had had6.【2019·天津卷·单项填空】14.The workers were not better organized, otherwise they____________ the task in half the time.A. accomplishedB. had accomplishedC. would accomplishD. would have accomplished7.【2018·江苏】It’s strange that he____ have taken the books without the owner’s permission.A. wouldB. shouldC. couldD. might8.【2018·江苏】There is a good social life in the village, and I wish I _______ a second chance to become more involved.A. hadB. will haveC. would have hadD. have had9.【2018·天津】I can't find my purse. I___________ it in the supermarket yesterday, but I'm not sure.A. should leaveB. must have leftC. might leaveD. could have left10.【2018·北京】In today’s information age, the loss of data _________ cause serious problems for a company.A. needB. shouldC. canD. must11.【2018·北京】They might have found a better hotel if they _________ a few more kilometers.A. droveB. would driveC. were to driveD. had driven12.【2018·天津】If we ___________the flight yesterday, we would be enjoying our holiday on the beachA. had caughtB. caughtC. have caughtD. would catch13.【2017·北京卷】Samuel, the tallest boy in our class, ______ easily reach the books on the top shelf.A. mustB. shouldC. canD. need14.【2017·北京卷】If the new safety system _______ to use, the accident would never have happened.A. had been putB. were putC. should be putD. would be put15.【2017·江苏卷】22. _______ not for the support of the teachers, the student could not overcome her difficulty.A. It wereB. Were itC. It wasD. Was it16.(2018·全国卷Ⅱ)As a kid，I loved to watch cartoons，but no matter how many times I asked to watch them，my parents would not to let me.____________________17.[2016·课标全国卷Ⅱ] Some classmates suggest we can go to places of interest nearby.____________________18.[2015·课标全国卷Ⅱ] We must found ways to protect our environment.____________________19.[2015·四川卷]If you are me，would you talk to them？________20.We would rather our daughter stay at home with us，but it is her choice，and she is not a child any longer. ____________________高考模拟真题在线根据句意，用适当的情态动词、虚拟语气填空1．It is raining heavily outside. You ____________ as well stay here for the night.2．But for the timely help of the PLA man that day, you ____________(kill) in the car crash. 3．I’m very busy with my Mid-term examination, or I __________ (go) to see the movie with you.4．While taking exams, a student _________ never be too careful to get high grades. 5．— Tom has arrived. _________ he come in to see you? —Yes, of course. Call him in.6．Why are you here? It’s class time and you __________ be in the classroom now. 7．Had you studied harder at college, you __________(get) a better job now.8．You _________(not) sit in this part. It’s for women and children only.9．— Let’s go to see a film. — Why today. I’d rather we __________ (see) a film tomorrow.10．The old man treated the boy as if he _________ his own son.11．Sometimes chopsticks are quite artistic. Truly elegant chopsticks might________(make) of gold and silver with Chinese characters.12．When I was small, my mom ________ read me stories at night．13．The accident ________ have been caused by a dog running across the road, but we don't know for sure．14．He looked so hungry as though he ________ (eat) a decent meal for a month．15．I was caught in a traffic jam for over an hour, otherwise, I ________ (keep) you waiting for such a long time．16．Although passing the driving test ________ be difficult now, it's worth the efforts．17．My mother ________ (be) angry with me, but I couldn't shut my mouth before I shouted at her!18．I'm not sure of the reason for the dog's illness, but it ________ (cause) by eating too much．19．—Can I pay the bill by check?—Sorry, sir．But it is the rule of our hotel that payment ________ be made in cash．20．Passengers ________ talk to the driver while the bus is moving, because it will take hisfocus off the road．21．Smoking can ________ your health. (damage)22．He was very busy yesterday, otherwise he ______ (come) to the meeting.23．We must________ (strength) the defence works.24．The air was so cold that we could hardly ________ (breath).25．Tom wishes that he __________(study) law instead of history when he was in university. 26．The student insisted that he __________(try) his best and he insisted that he __________ (praise).27．I __________(attend) my cousin’s birthday party last night, but I was not available. 28．They stared at me as if I __________(come) from the outer space.29．He suggested we __________ (appeal) to the high court against the sentence. 30．—Do you want to drive out?—No. I’d rather we __________(take) a taxi.31．But for your instruction, I __________(not make) such great progress.32．His ship was delayed because of the heavy fog yesterday; otherwise I __________ (pick) him up on time.33．__________ I followed your advice, I would have had no trouble with my exam. 34．It’s a pity that her husband __________ (attempt) to deal with this problem in such a stupid way.35．I would rather you ______________ （decorate ）the painting house tomorrow afternoon. 36．The doctor recommended that the medicine ______________ （take ）three times a day. 37．Without air, there ______________ （exist）no life on earth.38．If I hadn't taken your advice, I ______________ （not manage）to carry out the project now.39．It's high time that we ______________ （apply ）ourselves to the task of protecting our environment.40．Her advice is that good study habits ______________ （form）in one's childhood. 41．I felt so embarrassed when being blamed by my teacher in class. If only I______________（complete）my homework last night!42．He talks about the creatures of the Amazon rainforest as if he ______________ （explore）there before.43．I was busy finishing my paper that day. Otherwise I ______________ （go）there with them.44．I wish he ______________ （tell）me the truth last week.45．It was John who broke the window. Why are you talking to me as if I_______（do）it? 46．If he ________( follow) my advice, he wouldn't have lost his job.47．Don’t handle the cup as if it ___________ (be) made of steel. (铁)48．I would appreciate it if I __________(offer) an opportinutity to display my talent. 49．If he ___________ (approve) of my plan, the task would have been accomplished. 50．If the new safety system________(put) to use, the accident would never have happened.语法填空(情态动词和虚拟语气专练)Lucy is an outgoing lady.She 1.________play many kinds of musical instruments.Actually，she could play the piano when she was 8 years old.Lucy also keeps taking exercise every day.She says that she has to do some sports because she 2.________keep slim.“You 3.________get fat soon if you don't take exercise every day.”She usually says to her friends.As for her，an elegant lady should try to keep fit.However，last week，she found that she 4.________put on weight and her husband suggested that she should lose weight.And these days she'd rather that she 5.___________ (take) more exercise every day.However，she is always lack of time because she ought to take care of her children.One night after supper，she walked quickly in order to go dancing at the Tomorrow Park and she was late.On her way，she thought that the dancing must 6.___________(begin)，and the coach7.________have taught or shown many new moves.She was afraid that her friends might8._________ (leave) before she got there.She was regretful then.She 9.______have had supper earlier，or she could have taken a taxi，and indeed she needn't 10.______________(take) a bath in advance.When she reached the park finally，she found nobody was there.She remembered suddenly that it had been reported on the radio that there would be a heavy rain that night.。
2022版新高考英语总复习A版训练-形容词和副词-—模拟-含解析
专题八形容词和副词【5年高考】A组基础题组1.(2020新高考Ⅰ,36)Many people have the hobby of collecting things, e.g. stamps, postcards or antiques. In the 18th and 19th centuries,(wealth) people travelled and collected plants, historical objects and works of art.答案wealthy2.(2020课标全国Ⅰ,62)Landing on the moons far side is(extreme) challenging.答案extremely3.(2020课标全国Ⅱ,66)(certain) during the holiday period, this plant is a must.答案Certainly4.(2020课标全国Ⅲ,62)One day the emperor wanted to get his portrait(画像) done so he called all great artists to come and present their (fine) work, so that he could choose the best. 答案finest5.(2020课标全国Ⅲ,68)As the small boat moved (gentle)along the river he was left speechless by the mountains being silently reflected in the water.答案gently6.(2019课标全国Ⅰ,62)It is difficult to figure out a global population of polar bears as much of the range has been (poor) studied.答案poorly7.(2019课标全国Ⅰ,68)Scientists have responded by noting that hungry bears may be congregating (聚集) around human settlements, leading to the illusion (错觉) that populations are (high) than they actually are.答案higher8.(2019课标全国Ⅱ,63)Her years of hard work have (final)been acknowledged after a customer nominated (提名) her to be Cheshires Woman Of The Year.答案finally9.(2019课标全国Ⅱ,70)We are so proud of her. Its (wonder).答案wonderful10.(2019课标全国Ⅲ,68)They also shared with us many traditional stories about Hawaii that were (huge) popular with tourists.答案hugely11.(2019浙江,60)When the children are walking or cycling to school on dark mornings,car drivers can (easy) see them.答案easily12.(2019江苏,28)Unlike traditional gyms,app-backed gyms offer people(flexibility)options to exercise.答案flexible13.(2018课标全国Ⅰ,69)Running is cheap, easy and its always(energy).答案energetic14.(2018课标全国Ⅱ,63)A taste for meat is(actual)behind the change.答案actually15.(2018课标全国Ⅲ,63)He screams the(loud)of all.答案loudest16.(2018江苏,34)Despite the poor service of the hotel,the manager is(reluctance)to invest in sufficient training for his staff.答案reluctant17.(2017课标全国Ⅱ,66)Steam engines were used to pull the carriages and it must have been (fair) unpleasant for the passengers, with all the smoke and noise.答案fairly18.(2017课标全国Ⅲ,70)It is (certain) fun but the lifestyle is a little unreal.答案certainly19.(2017浙江,60)Sixteen years (early), Pahlsson had removed the diamond ring to cook a meal.答案earlier20.(2017江苏,29)Only five years after Steve Jobs death, smartphones defeated(convention)PCs in sales.答案conventional21.(2016课标全国Ⅱ,61)If you feel stressed by responsibilities at work,you should take a step back and identify(识别) those of(great) and less importance.答案greater22.(2016课标全国Ⅰ,63)The title will be(official)given to me at a ceremony in London. 答案officially23.(2016课标全国Ⅲ,66)Food in small pieces could be eaten easily with twigs which (gradual)turned into chopsticks.答案gradually24.(2016课标全国Ⅱ,67)Recent studies show that we are far more productive at work if we take short breaks(regular).答案regularly25.(2016四川,62)Chinese scientists (recent)had a chance to study a wild female panda witha newborn baby.答案recentlyB组提升题组一、语法填空Some people think that they will get ill if they use their brains too much. It is not true. Through many studies,scientists show us that the 1.(much)you use your brain,the better it will be and the 2.(clever)you will become.Of course,if you want to keep your mind clear and active,you must take a proper rest and study 3.(proper). To the teenagers,using their brains in the morning is good for their health.There are many ways to rest. One is a 4.(peace)rest. Sleep is a peaceful rest.Another is an 5.(act)rest. For example,take a walk outdoors and do more exercise every day. To change the way of brains activities is also a good way to rest.In everyday life,to eat some eggs,meat,fresh vegetables and fruit is also good for the brain.Wish you a wise man and a happy life.答案[语篇解读] 本文说明大脑越用越聪明及如何保护大脑。
专题11 书面表达之应用文-2020-2021学年高二英语寒假题型增分提能集训
假定你是李华，你的加拿大朋友Zack来邮件告诉你说，他未能通过"朗诵唐诗"选拔赛。
请你用英文给Zack写一封慰问邮件，主要内容包括：1. 点明得知的情况；2. 表达理解和安慰；3. 鼓励对方。
注意：1. 词数100左右；2. 可以适当增加情节和连贯语。
参考词汇："朗诵唐诗"选拔赛the tryout for “Tang Poetry Recital Contest”_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________假定你是高三学生李华。
你感到新作文题型——读后续写（extended writing）很具挑战性。
请给外教Mike 写一封信，咨询他的建议。
内容包括：1. 写作原因；2. 题型简介；3. 你的困难。
Dear Mike,_______________________________________________________________________________ _______________________________________________________________________________ _____________________假定你是校学生会主席，请以学生会的名义就全球变暖问题写一封英文倡议信，并刊登在你校英文报上。
李宏毅-B站机器学习视频课件BP全
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全国(一)卷百校大联考2020届高三11月考试-英语试题(Word版含答案有听力文字无听力音频材料)
百校大联考2020 届高三 11 月考试英语注意事项：1．本试卷分为四部分。
2．答题前，考生务势必自己的姓名、准考据号填写在本试卷相应的地点。
3．所有答案写在答题卡上，写在本试卷上无效。
4．本试卷满分 150 分，测试时间120 分钟。
5．考试范围：高考所有内容。
第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共 5小题；每题1． 5 分，满分7．5分）听下边 5段对话。
每段对话后有一个小题，从题中所给的A、 B 、 C 三个选项中选出最佳选项。
听完每段对话后，你都有10 秒钟的时间往返答相关小题和阅读下一小题。
每段对话仅读一遍。
1. What did the man like before?A. Running.B. Basketball.C. Table-tennis.2. What do we know about Miss Lucy?A. Wise.B. Kind.C. Learned.3. Why is Johnson so sad?A. His father is ill.B. His daughter is dying.C. His grandmother has cancer.4.What did the man ’s mum do yesterday?A.She had dinner outside.B.She quarreled with someone.C.She cooked supper for visitors.5. What’ s the relationship between the speakers?A. Father and daughter.B. Husband and wife.C. Student and teacher.第二节（共15 小题；每题1． 5 分，满分22 ． 5 分）听下边 5 段对话或独白。
群的概念教学中几个有限生成群的例子
群的概念教学中几个有限生成群的例子霍丽君(重庆理工大学理学院重庆400054)摘要：群的概念是抽象代数中的最基本的概念之一，在抽象代数课程的教学环节中融入一些有趣的群例，借助于这些较为具体的群例来解释抽象的群理论，对于激发学生的学习兴趣以及锻炼学生的数学思维能力等方面都会起到一定的积极作用。
该文介绍了一种利用英文字母表在一定的规则下构造的有限生成自由群的例子，即该自由群的同音商，称为英语同音群。
此外，该文结合线性代数中的矩阵相关知识，给出了有限生成群SL2(Z )以及若于有限生成特殊射影线性群的例子。
关键词：有限生成群英语同音群一般线性群特殊射影线性群中图分类号：O151.2文献标识码：A文章编号：1672-3791(2022)03(b)-0165-04Several Examples of Finitely Generated Groups in the ConceptTeaching of GroupsHUO Lijun(School of Science,Chongqing University of Technology,Chongqing,400054China)Abstract:The concept of group is one of the most basic concepts in abstract algebra.Integrating some interesting group examples into the teaching of abstract algebra course and explaining the abstract group theory with the help of these more specific group examples will play a positive role in stimulating students'learning interest and training students'mathematical thinking ability.In this paper,we introduce an example of finitely generated free group by using the English alphabet under some certain rules,which is called homophonic quotients of free groups,or briefly called English homophonic group.In addition,combined with the theory of matrix in linear algebra,we give some examples of about finitely generated group SL_2(Z)and finitely generated special projective linear groups.Key Words:Group;Finitely generated group,English homophonic group;General linear group;Special projective linear group1引言及准备知识群是代数学中一个最基本的代数结构，群的概念已有悠久的历史，最早起源于19世纪初叶人们对代数方程的研究，它是阿贝尔、伽罗瓦等著名数学家对高次代数方程有无公式解问题进行探索的结果，有关群的理论被公认为是19世纪最杰出的数学成就之一[1-2]。
Unit 1 词汇讲解+习题-2021-2022学年高中英语牛津译林版（2020）选择性必修第四册
M7 U1 词汇讲解+练习Part 1 单词拓展1.barely /ˈbeəli/ adv. 刚好；仅仅，勉强可能；几乎不；刚才拓展：当never, seldom, few, little, barely, hardly, scarcely, rarely, no, not 等含有否定意义的副词及其构成的短语放在句首，句子要用部分倒装，即把be动词/情态动词/助动词提至主语前面。
2.appointment /əˈpɔɪntmənt/ n. 约定，约会；任命，委任；职务拓展：appointment n.约会;预约;任命,委任→appoint vt.任命;委派;指定;约定→appointed adj.指定3.make one’s fortune 发财拓展：fortune n.大笔的钱,财富;运气→fortunate adj.幸运的→fortunately adv.幸运地→【反】misfortune n.不幸→unfortunate adj.不幸的;令人遗憾的→unfortunately adv.不幸地;令人遗憾地4.reliable /rɪˈlaɪəbl/ adj. 可信赖的，可依靠的；拓展：*rely vi. 依靠，依赖，信任，信赖→reliable adj. 可依靠的，可信赖的→【同】depend vi. 依靠，依赖，信任，信赖5.worthwhile /ˌwɜːθˈwaɪl/ adj. 值得花时间（或花钱、努力等），重要的，令人愉快的(2) 拓展：*worthy adj.配得上的→worth adj.值……→worthwhile adj.值得做的，值得花费时间/金钱的→【反】worthless adj. 没有价值的；没有用的练习：词条搭配意义和用法worthwhile It’s worthwhiledoing...It’s worthwhile to do...值得做……worth be worth+n.值得……,值……be worth doing“某事值得被做”,要用动名词的主动形式表示被动意义。
超实用高考英语复习：(2020-2022)新高考英语真题分项汇编——专题11 读后续写(解析版)
【解析】
【导语】本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。
新高考真题全收录
2022年全国高考新高考Ⅰ卷
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线)through thick evergreen forest.
What was wrong? He had worked so hard for this event!
2020-2021学年人教版英语七年级下册Unit 2 Section A基础卷
Unit 2 What time do you go to school?Section AI.根据句意和首字母提示填空。
1.—What t__________ do you get up? —I get up at 5:00.2.He eats a big b__________ at 7:00 a.m. every day.3.I often take a s__________ before I go to bed.4.I b__________ my t__________ with my toothbrush twice a day.5.My mother gets up at a__________ 7 o’clock.6.Put u__________ your hand if you know the answer.7.We want to d__________ her up as Grandma Wolf at the party.8.Here are your clothes. Go and get d__________ quickly.9.Louis is d__________ in a red jacket.10.W omen u__________ live longer than men.11.C heer up! It’s n__________ too late to learn.12.T he e__________ bird catches the worm.13.T hey n__________ forget each other’s birthdays.14.T om is very young, but he b__________ his teeth by himself every day.15.I t’s t__________ to say goodbye. I have to leave now.II.用括号内所给单词的适当形式填空。
英语证书考试美国经企管理研究生入学考试(GMT)模拟题2020年(11)_真题-无答案(170)
英语证书考试美国经企管理研究生入学考试(GMT)模拟题2020年(11)(总分100,考试时间75分钟)单项选择题1. 1.While the total enrollment of public elementary and secondary schools in Sondland is one percent higher this academic year than last academic year, the number of teachers there increased by three percent. Thus, the Sondland Education Commission's prediction of a teacher shortage as early as next academic year is unfounded.Which of the following, if true, most seriously weakens the claim that the prediction of a teacher shortage as early as next academic year is unfounded?A. Funding for public elementary schools in Sondland is expected to increase over the next ten years.B. Average salaries for Sondland's teachers increased at the rate of inflation from last academic year to this academic year.C. A new law has mandated that there be 10 percent more teachers per pupil in Sondland's public schools next academic year than there were this academic year.D. In the past, increases in enrollments in public elementary and secondary schools in Sondland have generally been smaller than increases in the number of teachers.E. Because of reductions in funding, the number of students enrolling in teacher-training programs in Sondland is expected to decline beginning in the next academic year.2. 2.Art restorers who have been studying the factors that cause Renaissance oil paintings to deteriorate physically when subject to climatic changes have found that the oil paint used in these paintings actually adjusts to these changes well. The restorers therefore hypothesize that it is a layer of material called gesso, which is under the paint, that causes the deterioration.Which of the following, if true, most strongly supports the restorers' hypothesis?A. Renaissance oil paintings with a thin layer of gesso are less likely to show deterioration in response to climatic changes than those with a thicker layer.B. Renaissance oil paintings are often painted on wooden panels, which swell when humidity increases and contract when it declines.C. Oil paint expands and contracts readily in response to changes in temperature, but it absorbs little water and so is little affected by changes in humidity.D. An especially hard and nonabsorbent type of gesso was the raw material for moldings on the frames of Renaissance oil paintings.E. Gesso layers applied by Renaissance painters typically consisted of a coarse base layer onto which several increasingly fine-grained layers were applied.3. 3.A newly discovered painting seems to be the work of one of two 17th-century artists, either the northern German Johannes Drechen or the Frenchman Louis Birelle, who sometimes painted in the same style as Drechen. Analysis of the carved picture frame, which has been identified as the painting's original 17th-century frame, showed that it is made of wood found widely in northern Germany at the time, but rare in the part of France where Birelle lived. This shows that the painting is most likely the work of Drechen.Which of the following is an assumption that the argument requires?A. The frame was made from wood local to the region where the picture was painted.B. Drechen is unlikely to have ever visited the home region of Birelle in France.C. Sometimes a painting so closely resembles others of its era that no expert is able to confidently decide who painted it.D. The painter of the picture chose the frame for the picture.E. The carving style of the picture frame is not typical of any specific region of Europe.4. 4.Archaeologists working in the Andes Mountains recently excavated a buried 4,000-year-old temple containing structures that align with a stone carving on a distant hill to indicate the direction of the rising sun at the summer solstice. Alignments in the temple were also found to point toward the position, at the summer solstice, of a constellation known in Andean culture as the Fox. Since the local mythology represents the fox as teaching people how to cultivate and irrigate plants, the ancient Andeans may have built the temple as a religious representation of the fox.Which of the following is an assumption on which the argument is based?A. The constellation known as the Fox has the same position at the summer solstice as it did 4,000 years ago.B. In the region around the temple, the summer solstice marks the time for planting.C. The temple was protected from looters by dirt and debris built up over thousands of years.D. Other structural alignments at the temple point to further constellations with agricultural significance.E. The site containing the temple was occupied for a significant amount of time before abandonment.5. 5.Meat from chickens contaminated with salmonella bacteria can cause serious food poisoning. Capsaicin, the chemical that gives chili peppers their hot flavor, has antibacterial properties. Chickens do not have taste receptors for capsaicin and will readily eat feed laced with capsaicin. When chickens were fed such feed and then exposed to salmonella bacteria, relatively few of them became contaminated with salmonella.In deciding whether the feed would be useful in raising salmonella-free chicken for retail sale, it would be most helpful to determine which of the following?A. Whether feeding capsaicin to chickens affects the taste of their meatB. Whether eating capsaicin reduces the risk of salmonella poisoning for humansC. Whether chicken is more prone to salmonella contamination than other kinds of meatD. Whether appropriate cooking of chicken contaminated with salmonella can always prevent food poisoningE. Whether capsaicin can be obtained only from chili peppers6. 6.Which of the following most **pletes the argument below?When mercury-vapor streetlights are used in areas inhabited by insect-eating bats, the bats feedalmost exclusively around the lights, because the lights attract flying insects. In Greenville, the mercury-vapor streetlights are about to be replaced with energy-saving sodium streetlights, which do not attract insects. This change is likely to result in a drop in the population of insect-eating bats in Greenville, since_________.A. the bats do not begin to hunt until after sundownB. the bats are unlikely to feed on insects that do not flyC. the highway department will be able to replace mercury-vapor streetlights with sodium streetlights within a relatively short time and without disrupting the continuity of lighting at the locations of the streetlightsD. in the absence of local concentrations of the flying insects on which bats feed, the bats expend much more energy on hunting for food, requiring much larger quantities of insects to sustain each batE. bats use echolocation to catch insects and therefore gain no advantage from the fact that insects flying in the vicinity of streetlights are visible at night7. 7.Rats injected with morphine exhibit decreased activity of the immune system, the bodily system that fights off infections. These same rats exhibited heightened blood levels of corticosteroids, chemicals secreted by the adrenal glands. Since corticosteroids can interfere with immune-system activity, scientists hypothesized that the way morphine reduces immune responses in rats is by stimulating the adrenal glands to secrete additional corticosteroids into the bloodstream.Which of the following experiments would yield the most useful results for evaluating the scientists' hypothesis?A. Injecting morphine into rats that already have heightened blood levels of corticosteroids and then observing their new blood levels of corticosteroidsB. Testing the level of immune-system activity of rats, removing their adrenal glands, and then testing the rats' immune-system activity levels againC. Injecting rats with corticosteroids and then observing how many of the rats contracted infectionsD. Removing the adrenal glands of rats, injecting the rats with morphine, and then testing the level of the rats' immune-system responsesE. Injecting rats with a drug that stimulates immune-system activity and then observing the level of corticosteroids in their bloodstreams8. 8.Curator: If our museum lends Venus to the Hart Institute for their show this spring, they will lend us their Rembrandt etchings for our print exhibition next fall. Having those etchings will increase attendance to the exhibition and hence increase revenue from our general admission fee. Museum Administrator: But Venus is our biggest attraction. Moreover the Hart's show will run for twice as long as our exhibition. So on balance the number of patrons may decrease.The point of the administrator's response to the curator is to questionA. whether getting the Rembrandt etchings from the Hart Institute is likely to increase attendance at the print exhibitionB. whether the Hart Institute's Rembrandt etchings will be appreciated by those patrons of the curator's museum for whom the museum's biggest attraction is VenusC. whether the number of patrons attracted by the Hart Institute's Rembrandt etchings will be larger than the number of patrons who do **e in the spring because Venus is on loanD. whether, if Venus is lent, the museum's revenue from general admission fees during the print exhibition will exceed its revenue from general admission fees during the Hart Institute's exhibitionE. whether the Hart Institute or the curator's museum will have the greater financial gain from the proposed exchange of artworks9. 9.Which of the following most **pletes the passage?Leaf beetles damage willow trees by stripping away their leaves, but a combination of parasites and predators generally keeps populations of these beetles in check. Researchers have found that severe air pollution results in reduced predator populations. The parasites, by contrast, are not adversely affected by pollution; nevertheless, the researchers' discovery probably does explain why leaf beetles cause particularly severe damage to willows in areas with severe air pollution, sinceA. neither the predators nor the parasites of leaf beetles themselves attack willow treesB. the parasites that attack leaf beetles actually tend to be more prevalent in areas with severe air pollution than they are elsewhereC. the damage caused by leaf beetles is usually not enough to kill a willow tree outrightD. where air pollution is not especially severe, predators have much more impact on leaf-beetle populations than parasites doE. willows often grow in areas where air pollution is especially severe10. 10.On May first, in order to reduce the number of overdue books, a children's library instituteda policy of forgiving fines and giving bookmarks to children returning all of their overdue books. On July first there were twice as many overdue books as there had been on May first, although a record number of books had been returned during the interim.Which of the following, if true, most helps to explain the apparent inconsistency in the results of the library's policy?A. The librarians did not keep accurate records of how many children took advantage of the grace period, and some of the children returning overdue books did not return all of their overdue books.B. Although the grace period enticed some children to return all of their overdue books, it did not convince all of the children with overdue books to return all of their books.C. The bookmarks became popular among the children, so in order to collect the bookmarks, many children borrowed many more books than they usually did and kept them past their due date.D. The children were allowed to borrow a maximum of five books for a two-week period, and hence each child could keep a maximum of fifteen books beyond their due date within a two-month period.E. Although the library forgave overdue fines during the grace period, the amount previously charged the children was minimal; hence, the forgiveness of the fines did not provide enough incentive for them to return their overdue books.11. 11.A certain species of desert lizard digs tunnels in which to lay its eggs. The eggs must incubate inside the tunnel for several weeks before hatching, and they fail to hatch if they are disturbed at any time during this incubation period. Yet these lizards guard their tunnels for only a few days after laying their eggs.Which of the following, if true, most helps explain why there is no need for lizards to guard their tunnels for more than a few days?A. The eggs are at risk of being disturbed only during the brief egg-laying season when many lizards are digging in a relatively small area.B. The length of the incubation period varies somewhat from one tunnel to another.C. Each female lizard lays from 15 to 20 eggs, only about 10 of which hatch even if the eggs are not disturbed at any time during the incubation period.D. The temperature and humidity within the tunnels will not be suitable for the incubating eggs unless the tunnels are plugged with sand immediately after the eggs are laid.E. The only way to disturb the eggs of this lizard species is by opening up one of the tunnels in which they are laid.12. 12.Most banks that issue credit cards charge interest rates on credit card debt that are ten percentage points higher than the rates those banks charge for ordinary consumer loans. These banks' representatives claim the difference is fully justified, since it simply covers the difference between the costs to these banks associated with credit card debt and these associated with consumer loans.Which of the following, if true, most seriously calls into question the reasoning offered by the banks' representatives?A. Some lenders that are not banks offer consumer loans at interest rates that are even higher than most banks charge on credit card debt.B. Most car **panies require that their customers provide signed credit card charge slips or security deposits.C. Two to three percent of the selling price of every item bought with a given credit card goes to the bank that issued that credit card.D. Most people need not use credit cards to buy everyday necessities, but could buy those necessities with cash or pay by check.E. People who pay their credit card bills in full each month usually pay no interest on the amounts they charge.13. 13.Often patients with ankle fractures that are stable, and thus do not require surgery, are given follow-up x-rays because their orthopedists are concerned about possibly having misjudged the stability of the fracture. When a number of follow-up x-rays were reviewed, however, all the fractures that had initially been judged stable were found to have healed correctly. Therefore, it is a waste of money to order follow-up x-rays of ankle fractures initially judged stable.Which of the following, if true, most strengthens the argument?A. Doctors who are general practitioners rather than orthopedists are less likely than orthopedists to judge the stability of an ankle fracture correctly.B. Many ankle injuries for which an initial x-ray is ordered are revealed by the x-ray not to involve any fracture of the ankle.C. X-rays of patients of many different orthopedists working in several hospitals were reviewed.D. The healing of ankle fractures that have been surgically repaired is always checked by means of a follow-up x-ray.E. Orthopedists routinely order follow-up x-rays for fractures of bones other than ankle bones.14. 14.In setting environmental standards for industry and others to meet, it is inadvisable to require the best results that state-of-the-art technology can achieve. Current technology is able to detect and eliminate even extremely minute amounts of contaminants, but at a cost that is exorbitant relative to the improvement achieved. So it would be reasonable instead to set standardsby taking into account all of the current and future risks involved.The argument given concerning the reasonable way to set standards presupposes thatA. industry currently meets the standards that have been set by environmental authoritiesB. there are effective ways to take into account all of the relevant risks posed by allowing different levels of contaminantsC. the only contaminants worth measuring are generated by industryD. it is not costly to prevent large amounts of contaminants from entering the environmentE. minute amounts of some contaminants can be poisonous15. 15.The chemical adenosine is released by brain cells when those cells are active. Adenosine then binds to more and more sites on cells in certain areas of the brain, as the total amount released gradually increases during wakefulness. During sleep, the number of sites to which adenosine is bound decreases. Some researchers have hypothesized that it is the cumulative binding of adenosine to a large number of sites that causes the onset of sleep.Which of the following, if true, provides the most support for the researchers' hypothesis?A. Even after long periods of sleep when adenosine is at its lowest concentration in the brain, the number of brain cells bound with adenosine remains very large.B. Caffeine, which has the effect of making people remain wakeful, is known to interfere with the binding of adenosine to sites on brain cells.C. Besides binding to sites in the brain, adenosine is known to be involved in biochemical reactions throughout the body.D. Some areas of the brain that are relatively inactive nonetheless release some adenosine.E. Stress resulting from a dangerous situation can preserve wakefulness even when brain levels of bound adenosine are high.16. 16.A two-year study beginning in 1977 found that, among 85-year-old people, those whose immune systems were weakest were twice as likely to die within two years as others in the study. The cause of their deaths, however, was more often heart disease, against which the immune system does not protect, than cancer or infections, which are attacked by the immune system. Which of the following, if true, would offer the best prospects for explaining deaths in which weakness of the immune system, though present, played no causal role?A. There were twice as many infections among those in the study with the weakest immune systems as among those with the strongest immune systems.B. The majority of those in the study with the strongest immune systems died from infection or cancer by 1987.C. Some of the drugs that had been used to treat the symptoms of heart disease had a side effect of weakening the immune system.D. Most of those in the study who survived beyond the two-year period had recovered from a serious infection somet me prior to 1978.E. Those in the study who survived into the 1980s had, in 1976, strengthened their immune systems through drug therapy.17. 17.Most scholars agree that King Alfred (A.D. 849-899) personally translated a number of Latin texts into Old English. One historian contends that Alfred also personally penned his own law code, arguing that the numerous differences between the language of the law code and Alfred's translations of Latin texts are outweighed by the even more numerous similarities. Linguistic similarities, however, are what one expects in texts from the same language, the sametime, and the same region. Apart from Alfred's surviving translations and law code, there are only two other extant works from the same dialect and milieu, so it is risky to assume here that linguistic similarities point to common authorship.The passage above proceeds byA. providing examples that underscore another argument's conclusionB. questioning the plausibility of an assumption on which another argument dependsC. showing that a principle if generally applied would have anomalous consequencesD. showing that the premises of another argument are mutually inconsistentE. using argument by analogy to undermine a principle implicit in another argument18. 18.Parland's alligator population has been declining in recent years, primarily because of hunting. Alligators prey heavily on a species of freshwater fish that is highly valued as food by Parlanders, who had hoped that the decline in the alligator population would lead to an increase in the numbers of these fish available for human consumption. Yet the population of this fish species has also declined, even though the annual number caught for human consumption has not increased.Which of the following, if true, most helps to explain the decline in the population of the fish species?A. The decline in the alligator population has meant that fishers can work in some parts of lakes and rivers that were formerly too dangerous.B. Over the last few years, Parland's commercial fishing enterprises have increased the number of fishing boats they use.C. Many Parlanders who hunt alligators do so because of the high market price of alligator skins, not because of the threat alligators pose to the fish population.D. During Parland's dry season, holes dug by alligators remain filled with water long enough to provide a safe place for the eggs of this fish species to hatch.E. In several neighboring countries through which Parland's rivers also flow, alligators are at risk of extinction as a result of extensive hunting.19. 19.A company plans to develop a prototype weeding machine that uses cutting blades with optical sensors and microprocessors that distinguish weeds from crop plants by differences in shade of color. The inventor of the machine claims that it will reduce labor costs by virtually eliminating the need for manual weeding.Which of the following is a consideration in favor of **pany's implementing its plan to develop the prototype?A. There is a considerable degree of variation in shade of color between weeds of different species.B. The shade of color of some plants tends to change appreciably over the course of their growing season.C. When crops are weeded manually, overall size and leaf shape are taken into account in distinguishing crop plants from weeds.D. Selection and genetic manipulation allow plants of virtually any species to be economically bred to have a distinctive shade of color without altering their other characteristics.E. Farm laborers who are responsible for the manual weeding of crops carry out other agricultural duties at times in the growing season when extensive weeding is not necessary.20. 20.Aroca City currently funds its public schools through taxes on property. In place of thissystem, the city plans to introduce a sales tax of 3 percent on all retail sales in the city. Critics protest that 3 percent of current retail sales falls short of the amount raised for schools by property taxes. The critics are correct on this point. Nevertheless implementing the plan will probably not reduce the money going to Aroca's schools. Several large retailers have selected Aroca City as the site for huge new stores, and these are certain to draw large numbers of shoppers frorr neighboring municipalities, where sales are taxed at rates of 6 percent and more. In consequence, retail sales in Aroca City are bound to increase substantially.In the argument given, the two portions in boldface play which of the following roles?A. The first presents a plan that the argument concludes is unlikely to achieve its goal; the second expresses that conclusion.B. The first presents a plan that the argument concludes is unlikely to achieve its goal; the second presents evidence in support of that conclusion.C. The first presents a plan that the argument contends is the best available; the second is a conclusion drawn by the argument to justify that contention.D. The first presents a plan one of whose consequences is at issue in the argument; the second is the argument's conclusion about that consequence.E. The first presents a plan that the argument seeks to defend against a certain criticism; the second is that criticism.21. 21.Which of the following most **pletes the argument?A photograph of the night sky was taken with the camera shutter open for an extended period. The normal motion of stars across the sky caused the images of the stars in the photograph to appear as streaks. However, one bright spot was not streaked. Even if the spot were caused, as astronomers believe, by a celestial object, that object could still have been moving across the sky during the time the shutter was open, since_________.A. the spot was not the brightest object in the photographB. the photograph contains many streaks that astronomers can identify as caused by noncelestial objectsC. stars in the night sky do not appear to shift position relative to each otherD. the spot could have been caused by an object that emitted a flash that lasted for only a fraction of the time that the camera shutter was openE. if the camera shutter had not been open for an extended period, it would have recorded substantially fewer celestial objects22. 22.Economist: Paying extra for fair-trade coffee—coffee labeled with the Fairtrade logo—is intended to help poor farmers, because they receive a higher price for the fair-trade coffee they grow. But this practice may hurt more farmers in developing nations than it helps. By raising average prices for coffee, it encourages more coffee to be produced than consumers want to buy. This lowers prices for non-fair-trade coffee and thus lowers profits for non-fair-trade coffee farmers.To evaluate the strength of the economist's argument, it would be most helpful to know which of the following?A. Whether there is a way of alleviating the impact of the increased average prices for coffee on non-fair-trade coffee farmers' profitsB. What proportion of coffee farmers in developing nations produce fair-trade coffeeC. Whether many coffee farmers in developing nations also derive income from other kinds offarmingD. Whether consumers should pay extra for fair-trade coffee if doing so lowers profits for non-fair-trade coffee farmersE. How fair-trade coffee farmers in developing nations could be helped without lowering profits for non-fair-trade coffee farmers23. 23.Tanco, a leather manufacturer, uses large quantities of common salt to preserve animal hides. New environmental regulations have significantly increased the cost of disposing of salt water that results from this use, and, in consequence, Tanco is considering a plan to use potassium chloride in place of common salt. Research has shown that Tanco could reprocess the by-product of potassium chloride use to yield a crop fertilizer, leaving a relatively small volume of waste for disposal.In determining the impact on company profits of using potassium chloride in place of common salt, it would be important for Tanco to research all of the following EXCEPT:A. What difference, if any, is there between the cost of **mon salt needed to preserve a given quantity of animal hides and the cost of the potassium chloride needed to preserve the same quantity of hides?B. To what extent is the equipment involved in preserving animal hides **mon salt suitable for preserving animal hides using potassium chloride?C. What environmental regulations, if any, constrain the disposal of the waste generated in reprocessing the by-product of potassium chloride?D. How closely does leather that results **mon salt is used to preserve hides resemble that which results when potassium chloride is used?E. Are the chemical properties that make potassium chloride an effective means for preserving animal hides the same as those that **mon salt an effective means for doing so?24. 24.Colorless diamonds **mand high prices as gemstones. A type of less valuable diamonds can be treated to remove all color. Only sophisticated tests can distinguish such treated diamonds from naturally colorless ones. However, only 2 percent of diamonds mined are of the colored type that can be successfully treated, and many of those are of insufficient quality to make the treatment worthwhile. Surely, therefore, the vast majority of colorless diamonds sold by jewelers are naturally colorless.A serious flaw in the reasoning of the argument is thatA. comparisons between the price **mand as gemstones and their value for other uses are omittedB. information about the rarity of treated diamonds is **bined with information about the rarity of naturally colorless, gemstone diamondsC. the possibility that colored diamonds might be used as gemstones, even without having been treated, is ignoredD. the currently available method for making colorless diamonds from colored ones is treated as though it were the only possible method for doing soE. the difficulty that a customer of a jeweler would have in distinguishing a naturally colorless diamond from a treated one is not taken into account。
Native Instruments MASCHINE MIKRO MK3用户手册说明书
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Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MIKRO MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (23)1.1MASCHINE Documentation (24)1.2Document Conventions (25)1.3New Features in MASCHINE 2.8 (26)1.4New Features in MASCHINE 2.7.10 (28)1.5New Features in MASCHINE 2.7.8 (29)1.6New Features in MASCHINE 2.7.7 (29)1.7New Features in MASCHINE 2.7.4 (31)1.8New Features in MASCHINE 2.7.3 (33)2Quick Reference (35)2.1MASCHINE Project Overview (35)2.1.1Sound Content (35)2.1.2Arrangement (37)2.2MASCHINE Hardware Overview (40)2.2.1MASCHINE MIKRO Hardware Overview (40)2.2.1.1Browser Section (41)2.2.1.2Edit Section (42)2.2.1.3Performance Section (43)2.2.1.4Transport Section (45)2.2.1.5Pad Section (46)2.2.1.6Rear Panel (50)2.3MASCHINE Software Overview (51)2.3.1Header (52)2.3.2Browser (54)2.3.3Arranger (56)2.3.4Control Area (59)2.3.5Pattern Editor (60)3Basic Concepts (62)3.1Important Names and Concepts (62)3.2Adjusting the MASCHINE User Interface (65)3.2.1Adjusting the Size of the Interface (65)3.2.2Switching between Ideas View and Song View (66)3.2.3Showing/Hiding the Browser (67)3.2.4Showing/Hiding the Control Lane (67)3.3Common Operations (68)3.3.1Adjusting Volume, Swing, and Tempo (68)3.3.2Undo/Redo (71)3.3.3Focusing on a Group or a Sound (73)3.3.4Switching Between the Master, Group, and Sound Level (77)3.3.5Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.773.3.6Navigating the Software Using the Controller (82)3.3.7Using Two or More Hardware Controllers (82)3.3.8Loading a Recent Project from the Controller (84)3.4Native Kontrol Standard (85)3.5Stand-Alone and Plug-in Mode (86)3.5.1Differences between Stand-Alone and Plug-in Mode (86)3.5.2Switching Instances (88)3.6Preferences (88)3.6.1Preferences – General Page (89)3.6.2Preferences – Audio Page (93)3.6.3Preferences – MIDI Page (95)3.6.4Preferences – Default Page (97)3.6.5Preferences – Library Page (101)3.6.6Preferences – Plug-ins Page (109)3.6.7Preferences – Hardware Page (114)3.6.8Preferences – Colors Page (114)3.7Integrating MASCHINE into a MIDI Setup (117)3.7.1Connecting External MIDI Equipment (117)3.7.2Sync to External MIDI Clock (117)3.7.3Send MIDI Clock (118)3.7.4Using MIDI Mode (119)3.8Syncing MASCHINE using Ableton Link (120)3.8.1Connecting to a Network (121)3.8.2Joining and Leaving a Link Session (121)4Browser (123)4.1Browser Basics (123)4.1.1The MASCHINE Library (123)4.1.2Browsing the Library vs. Browsing Your Hard Disks (124)4.2Searching and Loading Files from the Library (125)4.2.1Overview of the Library Pane (125)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (128)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (133)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (137)4.2.4Selecting a File Type (137)4.2.5Choosing Between Factory and User Content (138)4.2.6Selecting Type and Character Tags (138)4.2.7Performing a Text Search (142)4.2.8Loading a File from the Result List (143)4.3Additional Browsing Tools (148)4.3.1Loading the Selected Files Automatically (148)4.3.2Auditioning Instrument Presets (149)4.3.3Auditioning Samples (150)4.3.4Loading Groups with Patterns (150)4.3.5Loading Groups with Routing (151)4.3.6Displaying File Information (151)4.4Using Favorites in the Browser (152)4.5Editing the Files’ Tags and Properties (155)4.5.1Attribute Editor Basics (155)4.5.2The Bank Page (157)4.5.3The Types and Characters Pages (157)4.5.4The Properties Page (160)4.6Loading and Importing Files from Your File System (161)4.6.1Overview of the FILES Pane (161)4.6.2Using Favorites (163)4.6.3Using the Location Bar (164)4.6.4Navigating to Recent Locations (165)4.6.5Using the Result List (166)4.6.6Importing Files to the MASCHINE Library (169)4.7Locating Missing Samples (171)4.8Using Quick Browse (173)5Managing Sounds, Groups, and Your Project (175)5.1Overview of the Sounds, Groups, and Master (175)5.1.1The Sound, Group, and Master Channels (176)5.1.2Similarities and Differences in Handling Sounds and Groups (177)5.1.3Selecting Multiple Sounds or Groups (178)5.2Managing Sounds (181)5.2.1Loading Sounds (183)5.2.2Pre-listening to Sounds (184)5.2.3Renaming Sound Slots (185)5.2.4Changing the Sound’s Color (186)5.2.5Saving Sounds (187)5.2.6Copying and Pasting Sounds (189)5.2.7Moving Sounds (192)5.2.8Resetting Sound Slots (193)5.3Managing Groups (194)5.3.1Creating Groups (196)5.3.2Loading Groups (197)5.3.3Renaming Groups (198)5.3.4Changing the Group’s Color (199)5.3.5Saving Groups (200)5.3.6Copying and Pasting Groups (202)5.3.7Reordering Groups (206)5.3.8Deleting Groups (207)5.4Exporting MASCHINE Objects and Audio (208)5.4.1Saving a Group with its Samples (208)5.4.2Saving a Project with its Samples (210)5.4.3Exporting Audio (212)5.5Importing Third-Party File Formats (218)5.5.1Loading REX Files into Sound Slots (218)5.5.2Importing MPC Programs to Groups (219)6Playing on the Controller (223)6.1Adjusting the Pads (223)6.1.1The Pad View in the Software (223)6.1.2Choosing a Pad Input Mode (225)6.1.3Adjusting the Base Key (226)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (227)6.3Playing Tools (229)6.3.1Mute and Solo (229)6.3.2Choke All Notes (233)6.3.3Groove (233)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (235)6.3.5Tap Tempo (235)6.4Performance Features (236)6.4.1Overview of the Perform Features (236)6.4.2Selecting a Scale and Creating Chords (239)6.4.3Scale and Chord Parameters (240)6.4.4Creating Arpeggios and Repeated Notes (253)6.4.5Swing on Note Repeat / Arp Output (257)6.5Using Lock Snapshots (257)6.5.1Creating a Lock Snapshot (257)7Working with Plug-ins (259)7.1Plug-in Overview (259)7.1.1Plug-in Basics (259)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (263)7.1.3Loading, Removing, and Replacing a Plug-in (264)7.1.4Adjusting the Plug-in Parameters (270)7.1.5Bypassing Plug-in Slots (270)7.1.6Using Side-Chain (272)7.1.7Moving Plug-ins (272)7.1.8Alternative: the Plug-in Strip (273)7.1.9Saving and Recalling Plug-in Presets (273)7.1.9.1Saving Plug-in Presets (274)7.1.9.2Recalling Plug-in Presets (275)7.1.9.3Removing a Default Plug-in Preset (276)7.2The Sampler Plug-in (277)7.2.1Page 1: Voice Settings / Engine (279)7.2.2Page 2: Pitch / Envelope (281)7.2.3Page 3: FX / Filter (283)7.2.4Page 4: Modulation (285)7.2.5Page 5: LFO (286)7.2.6Page 6: Velocity / Modwheel (288)7.3Using Native Instruments and External Plug-ins (289)7.3.1Opening/Closing Plug-in Windows (289)7.3.2Using the VST/AU Plug-in Parameters (292)7.3.3Setting Up Your Own Parameter Pages (293)7.3.4Using VST/AU Plug-in Presets (298)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (300)8Using the Audio Plug-in (302)8.1Loading a Loop into the Audio Plug-in (306)8.2Editing Audio in the Audio Plug-in (307)8.3Using Loop Mode (308)8.4Using Gate Mode (310)9Using the Drumsynths (312)9.1Drumsynths – General Handling (313)9.1.1Engines: Many Different Drums per Drumsynth (313)9.1.2Common Parameter Organization (313)9.1.3Shared Parameters (316)9.1.4Various Velocity Responses (316)9.1.5Pitch Range, Tuning, and MIDI Notes (316)9.2The Kicks (317)9.2.1Kick – Sub (319)9.2.2Kick – Tronic (321)9.2.3Kick – Dusty (324)9.2.4Kick – Grit (325)9.2.5Kick – Rasper (328)9.2.6Kick – Snappy (329)9.2.7Kick – Bold (331)9.2.8Kick – Maple (333)9.2.9Kick – Push (334)9.3The Snares (336)9.3.1Snare – Volt (338)9.3.2Snare – Bit (340)9.3.3Snare – Pow (342)9.3.4Snare – Sharp (343)9.3.5Snare – Airy (345)9.3.6Snare – Vintage (347)9.3.7Snare – Chrome (349)9.3.8Snare – Iron (351)9.3.9Snare – Clap (353)9.3.10Snare – Breaker (355)9.4The Hi-hats (357)9.4.1Hi-hat – Silver (358)9.4.2Hi-hat – Circuit (360)9.4.3Hi-hat – Memory (362)9.4.4Hi-hat – Hybrid (364)9.4.5Creating a Pattern with Closed and Open Hi-hats (366)9.5The Toms (367)9.5.1Tom – Tronic (369)9.5.2Tom – Fractal (371)9.5.3Tom – Floor (375)9.5.4Tom – High (377)9.6The Percussions (378)9.6.1Percussion – Fractal (380)9.6.2Percussion – Kettle (383)9.6.3Percussion – Shaker (385)9.7The Cymbals (389)9.7.1Cymbal – Crash (391)9.7.2Cymbal – Ride (393)10Using the Bass Synth (396)10.1Bass Synth – General Handling (397)10.1.1Parameter Organization (397)10.1.2Bass Synth Parameters (399)11Working with Patterns (401)11.1Pattern Basics (401)11.1.1Pattern Editor Overview (402)11.1.2Navigating the Event Area (404)11.1.3Following the Playback Position in the Pattern (406)11.1.4Jumping to Another Playback Position in the Pattern (407)11.1.5Group View and Keyboard View (408)11.1.6Adjusting the Arrange Grid and the Pattern Length (410)11.1.7Adjusting the Step Grid and the Nudge Grid (413)11.2Recording Patterns in Real Time (416)11.2.1Recording Your Patterns Live (417)11.2.2Using the Metronome (419)11.2.3Recording with Count-in (420)11.3Recording Patterns with the Step Sequencer (422)11.3.1Step Mode Basics (422)11.3.2Editing Events in Step Mode (424)11.4Editing Events (425)11.4.1Editing Events with the Mouse: an Overview (425)11.4.2Creating Events/Notes (428)11.4.3Selecting Events/Notes (429)11.4.4Editing Selected Events/Notes (431)11.4.5Deleting Events/Notes (434)11.4.6Cut, Copy, and Paste Events/Notes (436)11.4.7Quantizing Events/Notes (439)11.4.8Quantization While Playing (441)11.4.9Doubling a Pattern (442)11.4.10Adding Variation to Patterns (442)11.5Recording and Editing Modulation (443)11.5.1Which Parameters Are Modulatable? (444)11.5.2Recording Modulation (446)11.5.3Creating and Editing Modulation in the Control Lane (447)11.6Creating MIDI Tracks from Scratch in MASCHINE (452)11.7Managing Patterns (454)11.7.1The Pattern Manager and Pattern Mode (455)11.7.2Selecting Patterns and Pattern Banks (456)11.7.3Creating Patterns (459)11.7.4Deleting Patterns (460)11.7.5Creating and Deleting Pattern Banks (461)11.7.6Naming Patterns (463)11.7.7Changing the Pattern’s Color (465)11.7.8Duplicating, Copying, and Pasting Patterns (466)11.7.9Moving Patterns (469)11.8Importing/Exporting Audio and MIDI to/from Patterns (470)11.8.1Exporting Audio from Patterns (470)11.8.2Exporting MIDI from Patterns (472)11.8.3Importing MIDI to Patterns (474)12Audio Routing, Remote Control, and Macro Controls (483)12.1Audio Routing in MASCHINE (484)12.1.1Sending External Audio to Sounds (485)12.1.2Configuring the Main Output of Sounds and Groups (489)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (494)12.1.4Configuring the Master and Cue Outputs of MASCHINE (497)12.1.5Mono Audio Inputs (502)12.1.5.1Configuring External Inputs for Sounds in Mix View (503)12.2Using MIDI Control and Host Automation (506)12.2.1Triggering Sounds via MIDI Notes (507)12.2.2Triggering Scenes via MIDI (513)12.2.3Controlling Parameters via MIDI and Host Automation (514)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (522)12.2.5Sending MIDI from Sounds (523)12.3Creating Custom Sets of Parameters with the Macro Controls (527)12.3.1Macro Control Overview (527)12.3.2Assigning Macro Controls Using the Software (528)13Controlling Your Mix (535)13.1Mix View Basics (535)13.1.1Switching between Arrange View and Mix View (535)13.1.2Mix View Elements (536)13.2The Mixer (537)13.2.1Displaying Groups vs. Displaying Sounds (539)13.2.2Adjusting the Mixer Layout (541)13.2.3Selecting Channel Strips (542)13.2.4Managing Your Channels in the Mixer (543)13.2.5Adjusting Settings in the Channel Strips (545)13.2.6Using the Cue Bus (549)13.3The Plug-in Chain (551)13.4The Plug-in Strip (552)13.4.1The Plug-in Header (554)13.4.2Panels for Drumsynths and Internal Effects (556)13.4.3Panel for the Sampler (557)13.4.4Custom Panels for Native Instruments Plug-ins (560)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (564)14Using Effects (567)14.1Applying Effects to a Sound, a Group or the Master (567)14.1.1Adding an Effect (567)14.1.2Other Operations on Effects (574)14.1.3Using the Side-Chain Input (575)14.2Applying Effects to External Audio (578)14.2.1Step 1: Configure MASCHINE Audio Inputs (578)14.2.2Step 2: Set up a Sound to Receive the External Input (579)14.2.3Step 3: Load an Effect to Process an Input (579)14.3Creating a Send Effect (580)14.3.1Step 1: Set Up a Sound or Group as Send Effect (581)14.3.2Step 2: Route Audio to the Send Effect (583)14.3.3 A Few Notes on Send Effects (583)14.4Creating Multi-Effects (584)15Effect Reference (587)15.1Dynamics (588)15.1.1Compressor (588)15.1.2Gate (591)15.1.3Transient Master (594)15.1.4Limiter (596)15.1.5Maximizer (600)15.2Filtering Effects (603)15.2.1EQ (603)15.2.2Filter (605)15.2.3Cabinet (609)15.3Modulation Effects (611)15.3.1Chorus (611)15.3.2Flanger (612)15.3.3FM (613)15.3.4Freq Shifter (615)15.3.5Phaser (616)15.4Spatial and Reverb Effects (617)15.4.1Ice (617)15.4.2Metaverb (619)15.4.3Reflex (620)15.4.4Reverb (Legacy) (621)15.4.5Reverb (623)15.4.5.1Reverb Room (623)15.4.5.2Reverb Hall (626)15.4.5.3Plate Reverb (629)15.5Delays (630)15.5.1Beat Delay (630)15.5.2Grain Delay (632)15.5.3Grain Stretch (634)15.5.4Resochord (636)15.6Distortion Effects (638)15.6.1Distortion (638)15.6.2Lofi (640)15.6.3Saturator (641)15.7Perform FX (645)15.7.1Filter (646)15.7.2Flanger (648)15.7.3Burst Echo (650)15.7.4Reso Echo (653)15.7.5Ring (656)15.7.6Stutter (658)15.7.7Tremolo (661)15.7.8Scratcher (664)16Working with the Arranger (667)16.1Arranger Basics (667)16.1.1Navigating Song View (670)16.1.2Following the Playback Position in Your Project (672)16.1.3Performing with Scenes and Sections using the Pads (673)16.2Using Ideas View (677)16.2.1Scene Overview (677)16.2.2Creating Scenes (679)16.2.3Assigning and Removing Patterns (679)16.2.4Selecting Scenes (682)16.2.5Deleting Scenes (684)16.2.6Creating and Deleting Scene Banks (685)16.2.7Clearing Scenes (685)16.2.8Duplicating Scenes (685)16.2.9Reordering Scenes (687)16.2.10Making Scenes Unique (688)16.2.11Appending Scenes to Arrangement (689)16.2.12Naming Scenes (689)16.2.13Changing the Color of a Scene (690)16.3Using Song View (692)16.3.1Section Management Overview (692)16.3.2Creating Sections (694)16.3.3Assigning a Scene to a Section (695)16.3.4Selecting Sections and Section Banks (696)16.3.5Reorganizing Sections (700)16.3.6Adjusting the Length of a Section (702)16.3.6.1Adjusting the Length of a Section Using the Software (703)16.3.6.2Adjusting the Length of a Section Using the Controller (705)16.3.7Clearing a Pattern in Song View (705)16.3.8Duplicating Sections (705)16.3.8.1Making Sections Unique (707)16.3.9Removing Sections (707)16.3.10Renaming Scenes (708)16.3.11Clearing Sections (710)16.3.12Creating and Deleting Section Banks (710)16.3.13Working with Patterns in Song view (710)16.3.13.1Creating a Pattern in Song View (711)16.3.13.2Selecting a Pattern in Song View (711)16.3.13.3Clearing a Pattern in Song View (711)16.3.13.4Renaming a Pattern in Song View (711)16.3.13.5Coloring a Pattern in Song View (712)16.3.13.6Removing a Pattern in Song View (712)16.3.13.7Duplicating a Pattern in Song View (712)16.3.14Enabling Auto Length (713)16.3.15Looping (714)16.3.15.1Setting the Loop Range in the Software (714)16.3.15.2Activating or Deactivating a Loop Using the Controller (715)16.4Playing with Sections (715)16.4.1Jumping to another Playback Position in Your Project (716)16.5Triggering Sections or Scenes via MIDI (717)16.6The Arrange Grid (719)16.7Quick Grid (720)17Sampling and Sample Mapping (722)17.1Opening the Sample Editor (722)17.2Recording Audio (724)17.2.1Opening the Record Page (724)17.2.2Selecting the Source and the Recording Mode (725)17.2.3Arming, Starting, and Stopping the Recording (729)17.2.5Checking Your Recordings (731)17.2.6Location and Name of Your Recorded Samples (734)17.3Editing a Sample (735)17.3.1Using the Edit Page (735)17.3.2Audio Editing Functions (739)17.4Slicing a Sample (743)17.4.1Opening the Slice Page (743)17.4.2Adjusting the Slicing Settings (744)17.4.3Manually Adjusting Your Slices (746)17.4.4Applying the Slicing (750)17.5Mapping Samples to Zones (754)17.5.1Opening the Zone Page (754)17.5.2Zone Page Overview (755)17.5.3Selecting and Managing Zones in the Zone List (756)17.5.4Selecting and Editing Zones in the Map View (761)17.5.5Editing Zones in the Sample View (765)17.5.6Adjusting the Zone Settings (767)17.5.7Adding Samples to the Sample Map (770)18Appendix: Tips for Playing Live (772)18.1Preparations (772)18.1.1Focus on the Hardware (772)18.1.2Customize the Pads of the Hardware (772)18.1.3Check Your CPU Power Before Playing (772)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (773)18.1.5Consider Using a Limiter on Your Master (773)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (773)18.1.7Improvise (773)18.2Basic Techniques (773)18.2.1Use Mute and Solo (773)18.2.2Create Variations of Your Drum Patterns in the Step Sequencer (774)18.2.3Use Note Repeat (774)18.2.4Set Up Your Own Multi-effect Groups and Automate Them (774)18.3Special Tricks (774)18.3.1Changing Pattern Length for Variation (774)18.3.2Using Loops to Cycle Through Samples (775)18.3.3Load Long Audio Files and Play with the Start Point (775)19Troubleshooting (776)19.1Knowledge Base (776)19.2Technical Support (776)19.3Registration Support (777)19.4User Forum (777)20Glossary (778)Index (786)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE MIKRO Quick Start Guide: This animated online guide provides a practical ap-proach to help you learn the basic of MASCHINE MIKRO. The guide is available from theNative Instruments website: https:///maschine-mikro-quick-start/2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:►Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.Document Conventions1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues.The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information canbe expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software andpaths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in thesoftware is printed in blue. Whenever you see this formatting applied, you will find thesame text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you seethis formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you seethis formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.1.3New Features in MASCHINE2.8The following new features have been added to MASCHINE: Integration▪Browse on , create your own collections of loops and one-shots and send them directly to the MASCHINE browser.Improvements to the Browser▪Samples are now cataloged in separate Loops and One-shots tabs in the Browser.▪Previews of loops selected in the Browser will be played in sync with the current project.When a loop is selected with Prehear turned on, it will begin playing immediately in-sync with the project if transport is running. If a loop preview starts part-way through the loop, the loop will play once more for its full length to ensure you get to hear the entire loop once in context with your project.▪Filters and product selections will be remembered when switching between content types and Factory/User Libraries in the Browser.▪Browser content synchronization between multiple running instances. When running multi-ple instances of MASCHINE, either as Standalone and/or as a plug-in, updates to the Li-brary will be synced across the instances. For example, if you delete a sample from your User Library in one instance, the sample will no longer be present in the other instances.Similarly, if you save a preset in one instance, that preset will then be available in the oth-er instances, too.▪Edits made to samples in the Factory Libraries will be saved to the Standard User Directo-ry.For more information on these new features, refer to the following chapter ↑4, Browser. Improvements to the MASCHINE MIKRO MK3 Controller▪You can now set sample Start and End points using the controller. For more information refer to ↑17.3.1, Using the Edit Page.Improved Support for A-Series Keyboards▪When Browsing with A-Series keyboards, you can now jump quickly to the results list by holding SHIFT and pushing right on the 4D Encoder.▪When Browsing with A-Series keyboards, you can fast scroll through the Browser results list by holding SHIFT and twisting the 4D Encoder.▪Mute and Solo Sounds and Groups from A-Series keyboards. Sounds are muted in TRACK mode while Groups are muted in IDEAS.。
2020英语高考考点---形容词的构成及练习(有答案)
英语高考考点------形容词构的构成及练习构成形容词常用的后缀（共有11种方法）1. --y 加在名词之后,表示“具有……特征的”、“多……的”。
fun(有趣)----funny(有趣的) luck(幸运)-----lucky(幸运的)Snow(雪)-----snowy(有雪的) wind(风)----windy(有风的)2.--edbore(使厌倦)-----bored(感到厌倦的) move(移动)-----moved(感到感动的) shock(使震惊)-----shocked（感到震惊的）excited(兴奋)-----excited（兴奋的）3. --ingbore(使厌倦)-----boring(令人厌倦的) move(移动)-----moving(令人感动的) shock(使震惊)----shocking(令人震惊的) excite(兴奋)---exciting(令人兴奋的) 4. --al al 该词缀大多是加在名词后形成形容词的musical(音乐)-------musical(音乐的) nation(国家)------ national(国家的)person(人)----personal(个人的) parent(父母)----parental(父母的)5. --ial以ce结尾的，把e去掉，再加ial, 以y结尾的，把y改为ial.race(种族)----racial(种族的) face(脸)---facial(面部的)industry(工业)-----industrial(工业的) office(办公室)---official(官方的)6. --ful加在名词之后构成形容词，表示“充满……的”、“有……性质的”help(帮助)-----helpful(有帮助的) power(权力)------ powerful(强有力的)use(使用)-----useful(有用的) beauty(漂亮)------ beautiful(漂亮的)7. --ablerely (依靠)---reliable（可以依靠的）drink (饮)---drinkable（可以饮用的）eat (食)---eatable（可食用的）① 元音字母+y结尾的词，保留y再加able,如：buy (买)---buyable（可买的）enjoy(喜爱)---- enjoyable(快乐的)② 辅音字母+y结尾的词，通常去掉y再加iable,deny（否定）-----deniable（可否定的）duty（责任）----dutiable（有税的）Justify（证明......正确）----justifiable（有理由的）vary（不同）--variable（可变化的）(flyable,适合航行的，fry,可用油炸的)③ 以不发音的e结尾的词，通常去掉e,再加able,use (使用)----usable()能用的forgive(原谅) ----forgivable(可原谅的)Imagine(想象) ---imaginable(可想象的) value(价值) ----valuable(很有用的)8. --iveact(行动)----active(积极的) create(创造)----creative(创造的)compete(竞争)-----competitive(竞争的)9 .-- ous ous 该形容词后缀意为“充满……的”、“具有……特征的”，加在名词、动词之后。
托福听力tpo61 lecture1、2、3 原文+题目+答案+译文
托福听力tpo61lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Lecture1原文Listen to part of a lecture in a sociology class.Sociology is really a cross disciplinary field.We find that elements of biology, psychology,and other sciences often overlap as we study particular phenomena.So let me introduce a concept from cognitive psychology.Okay,let's say someone asks you to look at a list and memorize as many items on it as you can.Most of us are able to remember,on average,seven items.There are several variations of this memory test.And the results consistently show that the human limit for short term memoryis seven bits of Information.This limit is called channel capacity.Channel capacity is the amount of information that can be transmitted or received over a specific connection,like our brain and the channel capacity for our short-term memory.It has some interesting real-life implications,like phone numbers.Local numbers here in the United States all have seven digits,because the phone companies realized early on that longer numbers would lead to a lot more wrong numbers being dialed.But the idea of channel capacity doesn't apply just to our cognitive abilities.It also affects our relationships with people around us.Psychologists talk about sympathy groups.These are the people,close friends,family to whom we devote the most time.We call or see them frequently,we think about them,worry about them.And studies show for each of us,the size of that group is about10to15people.But why so small?sure.Relationships take time and emotional energy.And most of us don't have unlimited amounts of either.But what if there's another reason?what if it's our brain that setting the limit?And in fact,there's evidence that indicates that our social channel capacity may actually be a function of our brain size,or more accurately,the size of our neocortex.The neocortex is the frontal region in the brain of mammals that's associated with complex thought.Primates have the largest neocortex is among mammals,but among different primate species,humans,apes,baboons, neocortex size varies.A lot of theories have been proposed for these variations.Like maybe it's related to the use of tools,but no theories ever seemed like a perfect explanation.Until the late1990s,what an anthropologist named Robin Dunbar published an article about his studies of primates.Dunbar theory is that if you look at any particular species of primate,you'll find that if it has a larger neocortex that it lives in a larger social group.Take human beings,we have the largest neocortices and we have the largest number of social relationships.So we've said that our sympathy group is10to15people.What about our other relationships other than family and close friends,such as those that occur in the workplace will call these social groups as opposed to sympathy groups?How many relationships can we handle there?Those relationships aren't as involved,so we can handle more of them.But is there an upper limit?well,Dunbar says that there is,and he developed an equation to calculate it.His equation depends on knowing the ratio between the size of the neocortex and the size of the whole brain.That is of the whole brain,what percentage of it is taken up by the neocortex?Once you know the average percentage for any particular species,the equation predicts the expected maximum social group size for that species.For humans,that number seems to be about150. So according to Dunbar’s equation,our social groups probably won't number more than150people.Now,Dunbar’s hypothesis isn't the kind of thing that's easy to confirm in a controlled experiment,but there is anecdotal evidence to support it.As part of his research,Dunbar reviewed historical records for21different traditional hunter gatherer societies.And those records showed that the average number of people in each village was just under150,148.4to be exact.Dunbar also worked with biologists to see if his hypothesis applies to other mammals besides primates. When they looked at meat eating mammals,carnivores,they found that the ones with a larger neocortex also have a bigger social group.And the number of individuals in that group is predicted by Dunbar’s equation supporting his hypothesis. But when they looked at insectivores,mammals that eat insects,the results were inconsistent.The data didn't disprove Dunbar’s hypothesis,but wasn't a nice,neat match like the carnivore studies,which isn't totally surprising.Insectivores are hard to observe,since many of them only come out at night or they spend a lot of time underground.So,we know a lot less about their social relationships.题目1.What is the lecture mainly about?A.The role that the neocortex plays in human memoryB.The connection between neocortex size and social relationships in mammalsC.Various studies that compare social group sizes in humans and other mammalsD.Ways that humans can expand the size of their social groups2.Why does the professor discuss the length of some telephone numbers?A.To show that real-world applications are informed by cognitive psychologyB.To point out an exception to a well-known principle about memoryC.To explain why telephone numbers are used in tests of memoryD.To explain why people often dial the wrong telephone number3.What does the professor imply about the size of a person's sympathy group?A.It closely matches the size of the person's family.B.It becomes larger when a person learns how to feel compassion for others.C.It may not be something a person makes a conscious decision to control.D.It may not be as predictable as the size of the person's social group.4.What did Dunbar's study of the records of some traditional hunter-gatherer societies indicate?A.Hunter-gatherer societies were the first to form social groups.B.Tool usage by humans is related to social group size.C.There is a maximum social group size for humans.D.Hunter-gatherers tend to have smaller-sized social groups.5.What does the professor say that biologists discovered in their research of animals other than primates?A.Dunbar's hypothesis accurately predicts social group sizes for all animals.B.Social group sizes of carnivores are more difficult to predict than those of insectivores.C.Data on insectivore behavior neither support nor contradict Dunbar's hypothesis.D.The size of an animal's neocortex is affected by its diet.6.Why does the professor say this:But why so small?sure.Relationships take time and emotional energy.And most of us don't have unlimited amounts of either.A.To encourage students to spend more time developing relationshipsB.To emphasize that her point is based on personal experienceC.To indicate that she realizes that the students already know the answer to her questionD.To suggest that there is more than one possible response to her question答案B AC C C D译文请听社会学课上的部分内容。
Lecture 7
Lecture 7任务：1．翻译完上周的练习，并将答案入库，上交双语译文。
2．翻译包含非译元素的句子3．翻译练习2 （40 min）,上交双语译文。
4．交换批改翻译包含非译元素的句子这一章，学习翻译包含非译元素（Placeable）的句子。
非译元素为翻译文本以外的无需翻译的文本或固定元素（Variables）。
1.启动Workbench和word,Workbench中打开前面章节用过的翻译记忆库，Word中打开前面用过的SDL TRADOS 2007 AND MAC USERS.rtf文档。
2.在SDL TRADOS 2007 AND MAC USERS.rtf中将光标置于TRADOS 6 & 6.5&7 can work with virtually many language combination that is also supported by Microsoft Windows.句段，单击“打开/获取“。
元素。
4.识别为非译元素的部分可用“获取非译元素（Get Placeable）”按钮将其插入于译文框中。
要插入第一个非译元素，将光标移至插入点，按“取当前非译元素“按钮,蓝色下划线中的非译元素就插入到译文框中了。
插入第二个非译元素，按“取下一非译元素”。
6.完成译文后，按“保存/关闭“按钮进入下一句段。
7.在下一个打开的句段，尽管与前一句中的数字不同，但还是识别为完全匹配。
如果句段中仅有非译元素不相同时，Workbench可以自动替换句中不同的数字。
warning:在半角的英文数字后直接跟着非译元素的情况，如果中间没有空格，不能自动替换。
8.如果句段是模糊匹配的情况，不能自动替换非译元素。
按“保存/关闭并打开获取下一句段”按钮进入下一句段。
下一句段识别为模糊匹配，因此不能自动替换非译元素。
完成译文后，单击“保存/关闭”。
9.要识别非译元素，在Workbench的“File”菜单“Setup” 中选择“Substitutions”标签页。
SIMATIC Energy Manager PRO V7.2 - Operation Operat
2 Energy Manager PRO Client................................................................................................................. 19
2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.5.1 2.1.5.2 2.1.6
Basics ................................................................................................................................ 19 Start Energy Manager ........................................................................................................ 19 Client as navigation tool..................................................................................................... 23 Basic configuration ............................................................................................................ 25 Search for object................................................................................................................ 31 Quicklinks.......................................................................................................................... 33 Create Quicklinks ............................................................................................................... 33 Editing Quicklinks .............................................................................................................. 35 Help .................................................................................................................................. 38
2020版曼昆版宏观经济学(第十版)扩展资料英文版第11章
255CHAPTER 11Aggregate Demand I: Building the IS–LM ModelNotes to the InstructorChapter SummaryChapter 11 introduces students to the IS –LM model. The chapter is taken up principally withthe derivation of the IS and LM curves, prior to the use of the model in Chapter 12.CommentsPresentation of IS –LM is greatly facilitated by the fact that students have seen all of theelements already. This makes it much easier to teach than when it is taught prior to a long-runmodel. The amount of time spent on the material in Chapters 11 and 12 is partly a matter oftaste. It probably requires three lectures at a minimum to present basic IS –LM (omittingdetailed discussion of the Great Depression from Chapter 12), although some instructorsmight prefer to spend up to six lectures on this material.When teaching the IS curve, some instructors may find that it is preferable to start withthe loanable-funds derivation of the IS curve. The advantage of this approach is that it builds on the Chapter 3 model: equilibrium in Chapter 3 is summarized by ()()S Y I r =, where Y is exogenous; the IS curve is simply given by S (Y ) = I (r ), where income is now anendogenous variable. The Keynesian cross can then be presented as a special case. Use of the WebsiteThe model exercises for Chapter 3 can be used as an alternative way to derive the IS curve.Students can calculate and graph all of the {r , Y } pairs consistent with goods-marketequilibrium and also see how changes in exogenous variables shift this curve.Although the textbook does not spend a lot of time on the monetary/fiscal policy debate,the website material can be used to go through the standard exercises on the relative efficacyof monetary and fiscal policy under different assumptions on the parameters.Use of the WebsiteUse the website to download annual data for the U.S. consumer price indexand the 1-year and 10-year Treasury yields over the past 20 years. Compute the real interestrate for each of the Treasury yields by subtracting CPI inflation from each yield. Discuss howreal interest rates change with inflation in the short run compared to what you would expectover longer periods of time.258 | CHAPTER 11Aggregate Demand I: Building the IS–LM ModelChapter SupplementsThis chapter includes the following supplements:11-1The Key Features of the IS–LM Model11-2Mr. Keynes and the Classics: The Art of Modeling11-3The IS–LM Model: A Critical Evaluation11-4Additional ReadingsLecture Notes | 257 Lecture NotesIntroduction➢Figure 11-1We now have a basic idea of how the economy functions in the short run. Because in the shortrun prices are not completely flexible, changes in aggregate demand affect output, not justprices. To develop this short-run theory of the economy, we must now consider aggregatedemand and supply in more detail. This chapter and the next present a more detailed analysisof aggregate demand based on the IS–LM model. This model was developed by John Hicksin the 1930s as an interpretation of John Maynard Keynes’s seminal work, The GeneralTheory of Employment, Interest and Money, and is based on an analysis of equilibrium in thegoods and money markets, supposing that the price level is fixed. We can interpret the IS–LMmodel in two distinct ways: first, as a theory of GDP determination, supposing that the pricelevel is fixed; second, as a theory of aggregate demand and so as part of an aggregate demand–aggregate supply model.11-1 The Goods Market and the IS CurveThe building blocks of the IS–LM model are familiar from earlier analysis. The IS side of themodel summarizes equilibrium in the goods market and is based partly on the classical modelof Chapter 3; the LM side of the model summarizes equilibrium in the money market and sois related to the analysis of money in Chapter 5.The basic equation summarizing equilibrium in the goods market, for a closed economy, is familiar:Y = C + I + G.As before, we suppose thatC = C(Y – T)I = I(r)G=GT=T.The only difference from our earlier analysis is that we no longer suppose that real GDP isdetermined on the supply side, since that is true only in the long run. But this is far from aninnocuous change. Previously, given that Y was fixed at Y, we were able to use this model todetermine the equilibrium interest rate in the economy. Now, there are different combinationsof the interest rate and the level of GDP that are consistent with equilibrium. Writingequilibrium in terms of the loans market givesS(Y) = I(r).Recall from the analysis of the classical model thatS p = Y – T – CS g = T – G⇒ S = Y – C(Y – T) – G.Now, consider how changes in GDP change saving. An increase in GDP (∆Y), from thisequation, raises saving directly by ∆Y and lowers it by an amount equal to MPC × ∆Y. Thus,the total change in saving is∆S = (1 – MPC)∆Y > 0.258 | CHAPTER 11Aggregate Demand I: Building the IS–LM ModelSo an increase in income increases total saving, other things being equal. We know, therefore,that it decreases the interest rate. Thus, we draw the conclusion that, for equilibrium to existin the goods market, higher levels of GDP must be associated with lower interest rates.We can tell the same story another way. Suppose that interest rates increase. This decreases the level of investment. In response to this fall in investment demand, firms produceless output. Now recall the circular flow. A decrease in output leads firms to employ fewerworkers and to use their capital less intensively; hence, income goes down. In response to thedecreased income, households consume less. This effect on consumption reinforces the initialeffect, so we get the same conclusion—higher interest rates are associated with lower outputand vice versa.We summarize this reasoning in terms of the IS curve. This is defined as {r, Y} combinations such that the goods market (equivalently, the loanable-funds market) is inequilibrium. The previous reasoning tells us that it slopes downward.The Keynesian CrossA common means of deriving the IS curve, based on the second explanation above, is knownas the Keynesian cross. The Keynesian cross also gives us insights into how fiscal policyaffects the economy. The key idea of this model is that planned expenditure may differ fromactual expenditure if firms sell less or more than they anticipated and so build up or run downtheir inventory. Planned expenditure is simply the amount that households, firms, and thegovernment intend to spend on goods and services. We write it asPE = C + I + G.Suppose, for the moment, that the interest rate is fixed at r so that the level of plannedinvestment is exogenous [I(r)]. Then, we can write planned expenditure as()+I r()+G.PE=C Y-T➢Figure 11-2Planned expenditure is thus an increasing function of income.In equilibrium, planned expenditure equals actual expenditure, which, of course, equals GDP:PE = Y.We can graph both planned and actual expenditure against income to get the Keynesian crossdiagram.➢Figure 11-3The adjustment to equilibrium takes the form of changes in inventory. If actual expenditure exceeds planned expenditure, this means that firms produced too much.Remember that inventory investment is counted as expenditure; it is as if firms sell the goodsto themselves. Actual expenditure exceeds planned expenditure when firms accumulateinventory. In this circumstance, firms would cut back on their production, lessening theirinventory accumulation and so decreasing actual expenditure. An analogous situation occursif planned expenditure exceeds actual expenditure. In this case, firms are unintentionallygetting rid of inventory, giving them an incentive to increase production. In practice, we thinkthat this adjustment takes place rapidly, so we focus upon the situation where the economy isin equilibrium.➢Figure 11-4What happens if planned spending increases? For example, suppose that government spending increases. That would induce firms to produce more output. Recalling the circularLecture Notes | 257 flow, this implies that workers and owners of firms obtain more income and so increase their consumption. Planned spending and, ultimately, output go up by more than the original increase➢Figure 11-5in government spending. To put it another way, government spending has a multiplier effect on output through the government-purchases multiplier.What is the economics behind this process? The answer can be found in the circular flow of income. An increase in government purchases (say, ∆G = $1 billion) directly increases GDP by the same amount. Firms hire workers to produce this extra output, so wages and profits, hence income, rise by an equal amount. This induces extra consumption equal to MPC × ∆G (for example, if MPC = 0.75, then consumption increases by $750 million). Thus, expenditures, which originally rose by ∆G, now rise by (1 + MPC)∆G = $1.75 billion.The story does not stop here. Since this additional consumption again increases income, consumption rises even further, by an amount equal to MPC × (MPC × ∆G). In this example, consumption increases by an additional $563 million. And the process continues. The ultimate increase in GDP is given by∆Y = (1 + MPC + MPC2 + MPC3 + . . .)∆G= [1/(1 – MPC)]∆G⇒ ∆Y/∆G = 1/(1 – MPC).The multiplier has a couple of interpretations—one benign, the other less so. From one perspective, we can think about the multiplier as telling us that we have the power to use fiscal policy to affect the economy dramatically in the short run. This suggests that fiscal policy might be a potent tool for stimulating the economy in a recession, for example. But another implication is that fluctuations in spending have magnified effects on GDP. The reasoning that we have just considered would apply equally well if the initial change were an exogenous shock to planned investment or consumption. Keynes suggested that fluctuations in GDP might be caused by initial fluctuations in investment due to the capricious behavior of investors (which he called their animal spirits).➢Figure 11-6Just as increases in spending increase GDP, so do cuts in taxes. The mechanism is similar: tax cuts increase disposable income and hence stimulate consumption. The only difference comes from the fact that a tax cut of ∆T increases consumption initially by MPC × ∆T. Thus, the tax multiplier equals the government-purchases multiplier multiplied by –MPC:∆Y/∆T = – MPC/(1 – MPC).Case Study: Cutting Taxes to Stimulate the Economy:The Kennedy and Bush Tax CutsCuts in personal and corporate income taxes were used by President Kennedy to stimulate the economy in 1964, on the advice of his Council of Economic Advisers. The economy grew rapidly in the wake of these cuts. Keynesian economists think that this experience supports the idea, embodied in the Keynesian cross model, that tax cuts stimulate aggregate demand and boost the economy. Tax cuts may also increase people’s incentive to supply labor, thus increasing the aggregate supply of goods and services.When George W. Bush proposed tax cuts during his campaign in 2000, the economy was near full employment, and some economists were concerned that a tax cut might raise aggregate demand and spur inflation. But candidate Bush’s advisers argued that reductions in marginal tax rates would increase labor supply and thus increase aggregate supply. After the election, as the economy began to weaken, President Bush’s advisers began touting the tax-cut proposal as a way to stimulate spending and thus increase aggregate demand. The tax cut258 | CHAPTER 11Aggregate Demand I: Building the IS–LM Modelthat finally passed in May 2001 included a “rebate” mailed to taxpayers that was intended tospeed up the stimulus to the economy. A subsequent tax cut in 2003 further stimulated theeconomy, turning a relatively weak recovery into a more robust one.Case Study:Increasing Government Purchases to Stimulate the Economy:The Obama StimulusPresident Obama’s stimulus plan for the economy was passed by Congress and signed intolaw in February 2009. The plan, which totaled nearly $800 billion in spending and tax cuts,represented a classic Keynesian-style response to the worsening recession. Economistsdebated the plan, in particular the relatively heavier emphasis on spending as opposed to taxreductions. In justifying the plan’s larger spending component, Obama administrationeconomists argued that the multiplier for government purchases was about 50 percent greaterthan the multiplier for tax cuts. Some economists criticized the plan as being too small, giventhe magnitude of the recession. They argued that the stimulus spending needed to be muchlarger if it were to offset the recession. Other economists, however, doubted whether moneyallocated for spending on infrastructure would have immediate effects on the economy. Theywere concerned that much of the spending would not occur in the first year and that therecession could well be over by then. These economists generally favored greater emphasison tax cuts that might have more immediate effects on households’ income and thus spending.The economy finally did recover from the recession, but much more slowly than the Obamaadministration had forecast. Whether this represented a failure of the stimulus policy orsimply a recession more severe than economists initially believed remains a question ofdebate.Case Study: Using Regional Data to Estimate MultipliersKeynesian theory suggests that changes in taxes and government spending have importanteffects on income and output for the economy. But in practice, measuring the effects on theeconomy from fiscal policy is difficult because there is no simple way to control for otherevents that are also affecting the economy. For example, fiscal stimulus is often adopted inresponse to a weak economy, so it is difficult to separate the effects of stimulus from theeffects of prolonged fallout from a recession. Recent studies have attempted to address thisproblem by using data from states or provinces within a country. Some regional variation ingovernment spending is unrelated to other events affecting regional economies, allowing theeconomic impact of government spending to be more precisely measured.One study considers variation in U.S. federal defense spending at the state level and computes its impact on state GDP. Another study considers variation in public investmentspending in Italian provinces as a result of crackdowns on organized crime (investment fallstemporarily following crackdowns) and assesses the effect on province-level GDP. Bothstudies find government spending multipliers of about 1.5.These estimates may overstate the true size of national government spending multipliers because this spending is financed with taxes at the national, not regional, level, and such taxeswould dampen the stimulus effects. Also, the national multiplier may be smaller becausecentral banks respond to national rather than regional conditions and may offset some of thestimulus from government spending by raising interest rates. One feature, however, thatwould imply a larger national multiplier is leakage of spending into imports of goods andservices. For a state or region, imports from other states and regions are a much higherpercentage of GDP than are imports from abroad for a nation as a whole. Leakage into importsreduces the marginal propensity to spend on regionally produced goods and services andthereby reduces the size of the multiplier.Lecture Notes | 257The Interest Rate, Investment, and the IS Curve➢Figure 11-7The transition from the Keynesian cross model to the IS curve is achieved by noting that planned investment changes if the real interest rate changes. The Keynesian cross analysis tells us that changes in planned investment change GDP. For example, if interest rates increase, planned investment falls, and so does output. Thus, higher levels of the interest rate are associated with lower levels of output.How Fiscal Policy Shifts the IS Curve➢Figure 11-8The position of the IS curve depends on fiscal-policy variables. Increases in government spending or decreases in taxes increase the equilibrium level of output at any given interest rate. Thus they are associated with outward shifts in the IS curve.11-2 The Money Market and the LM CurveThe Theory of Liquidity PreferenceTo understand the determination of interest rates, we turn to the money market. Again, our building blocks are familiar from the classical model. Our starting point is the condition for equilibrium in the money market:M/P = L(i, Y).According to this equation, the demand for real balances equals the real supply of money M/P. The demand for real balances, as explained in Chapter 4, depends on the level of GDP and the nominal interest rate; this is known as the theory of liquidity preference. The real supply of money depends on the nominal money supply, which is an exogenous policy variable, and the price level, which is also taken to be exogenous in the IS–LM model.Recall from the Fisher equation that the nominal interest rate equals the real interest rate plus the expected inflation rate. If expected inflation is zero, i = r. For simplicity, we suppose for the moment that this is the case, so we can writeM/P = L(r, Y).We reintroduce expected inflation in Chapter 12.➢Figure 11-9Just as the IS curve gives us {r, Y} combinations consistent with equilibrium in the goods market, the LM curve gives us {r, Y} combinations consistent with equilibrium in the money market. To see how this works, consider a diagram of the market for money. Notice that the demand for money is a function of r and Y. Increases in r decrease the demand for money; increases in Y increase the demand for money. The supply of and demand for money determine the equilibrium interest rate. Changes in the money supply therefore affect the equilibrium interest rate.Case Study: Does a Monetary Tightening Raise or Lower Interest Rates?➢Figure 11-10In the early 1980s, Paul V olcker, the chair of the Federal Reserve, slowed the rate of money growth in a successful attempt to decrease inflation. The Fisher equation teaches us that lower258 | CHAPTER 11Aggregate Demand I: Building the IS–LM Modelinflation tends to reduce nominal interest rates in the long run. Our analysis of the moneymarket reveals that when prices are sticky, anti-inflationary monetary policy reduces realmoney balances and increases interest rates in the short run. Both effects are visible in the1980s data.Income, Money Demand, and the LM Curve➢Figure 11-11The basic analysis of the LM curve is now straightforward. Higher GDP raises the demandfor money. If the real supply of money is fixed, then interest rates must rise to bring thedemand for money back in line with the supply. So higher GDP is associated with higherinterest rates when the money market is in equilibrium. The LM curve slopes upward.How Monetary Policy Shifts the LM Curve➢Figure 11-12The position of the LM curve depends on the real money supply. An increase in the real moneysupply for a given level of GDP implies lower interest rates. An increase in the money supplythus shifts the LM curve downward and conversely.11-3 Conclusion: The Short-Run Equilibrium➢Figure 11-13➢Figure 11-14➢Supplement 11-1, “The Key Features of the IS–LM Model”➢Supplement 11-2, “Mr. Keynes and the Classics: The Art of Modeling”➢Supplement 11-3, “The IS–LM Model: A Critical Evaluation”Finally, we can put together the IS and LM curves and find the one {r, Y} combination that isconsistent with equilibrium in both the goods and the money markets. Since points on the IScurve are consistent with equilibrium in the goods market and points on the LM curve areconsistent with equilibrium in the money market, the point where the two curves intersectgives the one combination of the real interest rate and GDP for which both markets are inequilibrium.If used carefully, IS–LM is a simple but powerful model for understanding the short-run behavior of the economy; it is a model that helps many economists answer macroeconomicquestions. We make much use of it from here on.LECTURE SUPPLEMENT11-1 The Key Features of the IS–LM ModelThe IS–LM analysis is simply a more detailed look at what lies behind aggregate demand. It decomposes aggregate demand into its two constituent markets: money and goods. The money market is summarized in the LM curve, the goods market in the IS curve. The advantages of the analysis are that it allows us to look at the two markets separately, to examine the determination of interest rates, and to distinguish clearly between fiscal and monetary policy. It is a very useful tool for short-run analysis of the economy.The key things to understand about the IS–LM analysis are as follows:1.The position of the LM curve depends on M/P.2.Expansionary monetary policy shifts the LM curve out.3.Increases in the price level shift the LM curve in.4.Exogenous shocks to money demand shift the LM curve.5.The position of the IS curve depends on G and T.6.Expansionary fiscal policy shifts the IS curve out.7.Exogenous spending shocks shift the IS curve.8.The slopes of the IS and LM curves depend on various parameters that indicate the sensitivityof money demand, investment demand, and consumption demand to income and interestrates.9.Expansionary fiscal policy works by directly increasing spending but leads to short-runcrowding out because increased money demand pushes up interest rates and discouragesinvestment.10.Expansionary monetary policy works by pushing down interest rates and thus encouraginginvestment spending.11.The adjustment of the economy to long-run equilibrium operates through changes in theprice level, leading to changes in M/P, and hence in interest rates and investment. In the IS–LM diagram, long-run adjustment entails shifts in the LM curve.267ADDITIONAL CASE STUDY11-2 Mr. Keynes and the Classics: The Art of Modeling Keynesian economics was born with the publication of The General Theory of Employment, Interestand Money, by John Maynard Keynes. In terms of its impact on the discipline, this was surely one ofthe most important books in the history of economics. Yet for the modern student of economics, itmakes for difficult reading. Apparently, this was also true for contemporary readers: “It will be admittedby the least charitable reader that the entertainment value of Mr. Keynes’s General Theory ofEmployment is considerably enhanced by it satiric aspect. But it is also clear that many readers havebeen left very bewildered by this Dunciad.”1One reason why Keynes’s work had such impact was that the Nobel prize–winning economist John Hicks found a way to translate Keynes’s ideas into a simple and easily understood diagram: the IS–LMmodel. If Keynes’s book was one of the most influential in the history of economics, then Hicks musttake much of the credit. Compare, for example, the following:Now if the investment-demand schedule shifts,…income will, in general, shift also. But theabove [saving/investment] diagram does not contain enough data to tell us what its newvalue will be; and, therefore, not knowing which is the appropriate [saving] curve, we donot know at what point the new investment-demand schedule will cut it. If, however, weintroduce the state of liquidity-preference and the quantity of money and these betweenthem tell us that the rate of interest is r2, then the whole position becomesdeterminate….Thus the [investment] curve and the [saving] curves tell us nothing about therate of interest. They only tell us what income will be, if from some other source we can saywhat the rate of interest is.2The curve IS can therefore be drawn showing the relation between income and interestwhich must be maintained in order to make saving equal to investment.3It is a tribute to Hicks’s modeling skills that IS–LM analysis survives to this day in textbooks and in journal articles. It has become such a standard tool that writers usually do not even bother to citeHicks when using it. And whereas some criticize the model and others claim that it misrepresentsKeynes’s work, it seems likely to endure as a useful tool for short-run macroeconomic analysis. Hickscannot have suspected his understatement when he wrote that “in order to elucidate the relation betweenMr. Keynes and the ‘Classics,’ we have invented a little apparatus. It does not appear that we haveexhausted the uses of that apparatus.”41 J.R. Hicks, “Mr. Keynes and the Classics,” Econometrica 5, no.2 (April 1937), reprinted in J. Hicks, Critical Essays in Monetary Theory (Oxford: Oxford University Press, 1967), 126–42.2 J.M. Keynes, The General Theory of Employment, Interest and Money (London: Macmillan, 1936), 181.3 Hicks, Critical Essays in Monetary Theory, 135.4 Ibid., 135.264ADVANCED TOPIC11-3 The IS–LM Model: A Critical EvaluationThe IS–LM model occupies a curious position in modern macroeconomics. It has been at the heart ofmuch macroeconomic theory and policy from its invention in 1936 to the present. Professionalmacroeconomists in business, government, and academia utilize the model to help them understand theworld. Yet, at the same time, many professional economists— particularly academics—have becomeincreasingly skeptical of its usefulness. Critics of IS–LM argue that the model is flawed because it isinherently static, lacks microeconomic underpinnings, and does not provide an adequate treatment ofexpectations. One such critic, Robert King, concludes that “the IS–LM model has no greater prospectof being a viable analytical vehicle for macroeconomics in the 1990s than the Ford Pinto has of beinga sporty, reliable car for the 1990s.”1The IS–LM model is static because it makes no attempt to explain the behavior of the economy over time. Rather, the model yields values of certain endogenous variables at a point in time, given thevalues of other exogenously specified variables. In the simple IS–LM model, there is no attempt toanalyze how the endogenous variables evolve over time, despite that many of the underlyingrelationships in the model are meant to capture decisions with an explicit time dimension. For example,the consumption function is meant to reflect the consumption–saving choices of households, and theinvestment function is based on firms’ decisions to undertake current expenditures in the anticipationof future benefits.One way to introduce dynamics into an IS–LM model is to make price adjustment endogenous.Much Keynesian modeling in the 1960s and 1970s took this approach. The idea was to explain theadjustment of wages and prices over time based on supply and demand in the labor and goods markets.For example, if output is above its natural rate, then unemployment will be below its natural rate. Strongdemand for goods and labor would then cause wages and prices to rise. In this setting, the IS–LM modelexplains output at a point in time, given the price level, while the specification of price adjustmentexplains how prices change, given past values of output. Such an approach will be successful only ifwe can adequately capture the complexities of price and wage adjustment by simple, ad hoc price andwage equations. And that, in turn, brings us back to the question of microeconomic underpinnings.The search for solid microeconomic foundations for the IS–LM model has been going on since the early days of Keynesian economics. Researchers in the 1950s and 1960s provided microeconomicjustification for the consumption function, the investment function, and the money demand functionthat are used in the IS–LM model. (Much of this work is explained in Part V of the textbook.) Morerecently, researchers have analyzed how firms set prices and wages and have thus developed muchbetter microfoundations for wage and price stickiness (see Chapter 14 of the textbook). As this workprogressed, however, it became evident that expectations have a critical influence on the economy: anindividual’s decision on how much to consume and how much to save depends on what he expects hisfuture income to be; a firm’s investment decisions depend on expectations of future sales. Likewise,the price- and wage-setting decisions of firms and workers depend on expectations of future inflationand other variables.Because the IS–LM model is static, anticipations of future events cannot be handled endogenously.Rather, the IS–LM model treats shifts in expectations as exogenous. If firms anticipate strong demandand so increase investment, or if rising consumer confidence leads to increased consumption, thisshows up in the IS–LM model as an exogenous outward shift of the IS curve. If expected inflationincreases, the nominal interest rate will be higher for any given value of the real rate and money demandwill fall. This shows up in the IS–LM model as an exogenous outward shift of the LM curve.2 The problem is that expectations might themselves be affected by changes in other exogenous variables. Suppose that the money supply is increased. The basic IS–LM model predicts that the LMcurve will shift out, leading to higher output and lower interest rates. But firms and consumers mighttake the change in the money supply as a signal that the Fed has adopted a more expansionary monetarypolicy. Anticipations of higher demand and higher income might then increase investment andconsumption, shifting the IS curve out and conceivably causing real interest rates to rise. Anticipations1 R. King, “Will the New Keynesian Macroeconomists Resurrect the IS–LM Model?” Journal of Economic Perspectives 7 (Winter 1993): 67–82.2 This assumes that the IS–LM diagram is drawn with the real interest rate on the axis; otherwise, it is the IS curve that shifts.267。
第11课while循环的应用实例教案-浙教版(2020)信息技术八年级上册
第11课 while循环的应用实例教案-浙教版（2020）信息技术八年级上册一、教材分析本节课是浙教版（2020）信息技术八年级上册的第11课，主要内容是while循环的应用实例。
通过本节课的学习，学生将掌握while循环的概念、工作原理以及如何应用while循环解决实际问题。
本节课的知识深度适中，适合八年级学生的认知水平。
在教学过程中，教师应注重引导学生理解while循环的概念，并通过实例让学生掌握while循环的应用方法。
同时，教师还应注重培养学生的编程思维和解决问题的能力。
二、核心素养目标本节课的核心素养目标是培养学生的信息技术应用能力和解决问题的能力。
通过学习while循环的应用实例，学生将掌握while循环的概念和工作原理，能够运用while循环解决实际问题。
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此外，教师还应引导学生学会团队合作，培养学生的沟通协作能力。
通过本节课的学习，使学生在掌握知识的同时，提升自己的核心素养。
三、学习者分析1. 学生已经掌握了哪些相关知识。
在开始本节课之前，学生应该已经了解了编程的基本概念，包括变量、数据类型、控制结构等。
此外，学生还应该掌握了for循环的使用方法，这将为理解while循环奠定基础。
2. 学生的学习兴趣、能力和学习风格。
八年级的学生对信息技术课程通常表现出较高的兴趣，尤其是编程相关的内容。
他们具有较强的逻辑思维能力和解决问题的能力，喜欢通过实践来学习。
在学习风格上，他们更倾向于通过实际操作和案例分析来理解和掌握知识。
3. 学生可能遇到的困难和挑战。
在学习while循环时，学生可能会对while循环的执行逻辑感到困惑，尤其是在处理嵌套循环和条件判断时。
此外，编写复杂的程序可能会让学生感到沮丧，因为他们需要花费更多的时间来调试和优化代码。
因此，教师需要在教学中提供足够的指导和帮助，以帮助学生克服这些困难和挑战。
四、教学方法与策略1. 选择适合教学目标和学习者特点的教学方法。
2020北京第一次普通高中学业水平合格性考试英语(教师版)
机密★本科目考试启用前2020北京第一次普通高中学业水平合格性考试英语一、听力理解（共25小题，25分。
每小题1分）第一节：听下面十段对话或独白，从各题A、B、C三个选项中，选出能回答问题的最佳答案。
每段对话或独白你将听两遍。
听第1段材料，回答第1题。
1. What will the weather be like tomorrow?A. Sunny.B. Rainy.C. Cloudy.听第2段材料，回答第2题。
2. Who is the tall woman?A. Barbara.B. Alice.C. Mary.听第3段材料，回答第3题。
3. What is the man doing?A. Walking in the park.B. Writing a letter.C. Waiting for the woman.听第4段材料，回答第4题。
4. Where did the man find his phone?A. In his bag.B. In his pocket.C. On the desk.听第5段材料，回答第5题至第6题。
5. Where is the man going?A. A hotel.B. A shopping centre.C. A bank.6. How will the man get there?A. On foot.B. By bus.C. By subway.听第6段材料，回答第7题至第8题。
7. Why will the speakers have a celebration?A. Jack came back from an adventure.B. Jack’s birthday is coming.C. Jack won a gold medal金牌.8. What are the speakers going to do?A. Play table tennis.B. Go ice-skating.C. See a movie. 听第7段材料，回答第9题至第11题。
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A Different Approach
• How Quickly do we Get our Money
Back: •Recognises Time Value of Money •Recognises Risk
A Different Approach
Original Cost Lifetime Residual Value Benefits: Year 1 Year 2 Year 3 Year 4 Year 5 20,000 5 yrs Nil
2,000 4,000 6,000 8,000 10,000
20,000 5 yrs Nil
10,000 8,000 6,000 4,000 2,000
Payback Period
• Red Project: •4 years • Green Project: •2.33 years (2 yrs 4 mths) • Green Project Preferred becProject Lasts 5 years • Capital Cost = £ 20,000 • No Residual Value:
• Therefore Fall in Value = £ 20,000 • Total Benefits = £ 30,000 • Benefits are not Even across Years
20,000 5 yrs Nil
10,000 8,000 6,000 4,000 2,000
Accounting Rate of Return
• ARR - Red Project = 10% p.a. • ARR - Green Project = 10% p.a.
• Which Project should we Accept ?:
• Identical ARR • Each is Equal in Financial Terms • But …..
Accounting Rate of Return
• Red Project: •Higher Returns in LATER years • Green Project: •Higher Returns in EARLIER years
Payback Period Shorter
Payback Period
Original Cost Lifetime Residual Value Benefits: Year 1 Year 2 Year 3 Year 4 Year 5 20,000 5 yrs Nil
10,000 8,000 6,000 4,000 2,000
Simple CAPEX Appraisal
• Total Benefits = £ 30,000 • Total Costs = £ 20,000 • Total Net Benefits = £ 10,000 • Lifetime = 5 years • Total Net Benefits = £ 2,000 p.a. • Total Net Benefits = 10% p.a.
2,000 4,000 6,000 8,000 10,000
20,000 5 yrs Nil
10,000 8,000 6,000 4,000 2,000
Simple CAPEX Appraisal
• Total Benefits = £ 30,000 • Total Costs = £ 20,000 • Total Net Benefits = £ 10,000 • Lifetime = 5 years • Total Net Benefits = £ 2,000 p.a. • Total Net Benefits = 10% p.a.
Accounting Rate of Return
• Conclusion: •ARR fails to Recognise Time
Value of Money •Confusion over Methodology
Accounting Rate of Return
• But, ARR is Used by over 50% of
Time Value of Money
• “Money has a Value Deriving from
the Exact Date on which it is Paid or Received”
Accounting Rate of Return
• Alternative Method: •Total Net Benefits = £ 10,000 •Total Net Benefits = £ 2,000 p.a. •Average Investment = £ 10,000 •ARR = 20% p.a. • So, is ARR 10% p.a. or 20% p.a. ??
Expenditure • Methods of Appraising Capital Expenditure • Evaluation of Methods • Risk & Return • Practical Application
What is Capital Expenditure ?
• Acquisition of Asset • Used in Business - NOT used up in
Time Value of Money
• “Money has a Value Deriving from
the Exact Date on which it is Paid or Received”
Time Value of Money
• I owe £ 100.00 in one year’s time • You Prefer to Settle Today •Less Risk •You can do Something Else with
Accounting Rate of Return
Original Cost Lifetime Residual Value Benefits: Year 1 Year 2 Year 3 Year 4 Year 5 20,000 5 yrs Nil
2,000 4,000 6,000 8,000 10,000
Accounting Rate of Return
• ARR = 10% p.a. • but …..
Accounting Rate of Return
Original Cost Lifetime Residual Value Benefits: Year 1 Year 2 Year 3 Year 4 Year 5 20,000 5 yrs Nil
20,000 5 yrs Nil
10,000 8,000 6,000 2,000 1,000
Payback Period
• Green Project: •2.33 yrs (2 yrs 4 mths) • Yellow Project: •2.33 yrs (2 yrs 4 mths) • Payback Periods are Identical • Green Project Clearly Better • Payback Period Fails to Recognise
Medium – Large Sized Firms in Developed Countries as Part of their Analysis of CAPEX: •Profit Based Measure •Management Prefer Percentages
A Different Approach
Receipts or Payments after P/B Point
Tradition Methods - Summary
• ARR: • Fails to Recognise Time Value of
Money • Confusion over Methodology • Profit Based Measure • Management Prefer Percentages • Payback Period: • Fails to Recognise Cash Flows after Payback Point • Cash Based Measure
• Original Cost - £ 20,000 • Lifetime - 5 years • Residual Value - Nil • Benefits: Year 1
Year 2 Year 3
£ 2,000 £ 4,000 £ 6,000
Year 4 Year 5
£ 8,000 £ 10,000
p.a. •We Ignored Risk
Time Value of Money
• Refer to Discount Tables: •10% Column •1 yr Period • Discount Factor = 0.90909 (0.9091) • These are Same Factors that we used
Money • I will NOT pay £ 100.00 today: •How Much Should I Pay ??
Time Value of Money
• Assume that your Best Investment
Opportunity Yields 10% p.a.: • I will Pay £ 90.91 today to Settle: Payment Now Int. @ 10% p.a. Balance in 1 yr. £ 90.91 £ 9.09 £ 100.00
Reasons for Capital Expenditure Appraisal