chap3 Basic Concepts and Theories of Filters
通信原理 英文教材

通信原理英文教材Communication PrinciplesIntroductionCommunication principles are the foundational concepts and theories that guide the transmission, reception, and understanding of information between individuals or systems. These principles form the basis for effective communication and are crucial in various fields, including technology, business, and interpersonal relationships. In this text, we will explore some of the fundamental communication principles and their applications.1. Sender and ReceiverCommunication involves at least two parties: the sender and the receiver. The sender is responsible for encoding and transmitting the message, while the receiver decodes and interprets it. Both parties play crucial roles in the communication process, as effective communication requires clear and concise encoding techniques from the sender and attentive listening skills from the receiver.2. MessageThe message represents the information being transmitted. It can be verbal, written, or non-verbal, such as body language or facial expressions. A well-formulated message is crucial for effective communication, as it ensures the intended meaning is accurately conveyed. Clear and concise messages are less prone to misinterpretation, facilitating understanding between parties.3. ChannelThe channel refers to the medium through which the message is transmitted. It can be physical, such as air for spoken communication, or digital, such as emails or text messages. The choice of channel depends on various factors, including the nature of the message, the sender and receiver's accessibility, and the urgency of communication.4. NoiseNoise in communication refers to any interference that disrupts the clarity and accuracy of the message. External noise, such as background sounds or distractions, can hinder effective communication. Internal noise, such as biases or preconceived notions, can also impede understanding. Minimizing noise is essential for effective communication, and strategies like active listening and using appropriate communication channels can help mitigate its impact.5. FeedbackFeedback is the response or reaction provided by the receiver to the sender's message. It enables the sender to assess the effectiveness of their communication and make necessary adjustments. Feedback can be verbal or non-verbal and plays a crucial role in ensuring mutual understanding between parties. ConclusionUnderstanding and applying communication principles are essential in various aspects of life. By considering factors such as sender and receiver, message, channel, noise, and feedback, individuals can enhance their communication skills and foster effective and meaningful interactions. Ongoing practice andcontinuous improvement in communication principles can lead to improved relationships, increased productivity, and better overall communication outcomes.。
英语专业必备知识点总结

英语专业必备知识点总结English is one of the most widely spoken languages in the world and it is the lingua franca of international communication. As a result, the study of English as a major is a popular choice for many students in universities and colleges. The English major encompasses a wide range of knowledge and skills, including literature, linguistics, writing, and language teaching. In this article, we will summarize some of the essential knowledge points that are necessary for students majoring in English.1. LiteratureLiterature is one of the core components of an English major. It covers a wide range of genres, including poetry, drama, and fiction. Students majoring in English should have a good understanding of the major literary periods, such as the Renaissance, Romanticism, Realism, and Modernism. They should also be familiar with the major literary movements and the works of influential writers. In addition, students should have a good grasp of literary analysis techniques, such as close reading, critical theory, and historical and cultural contexts. A solid foundation in literature is essential for students majoring in English, as it provides the groundwork for understanding the cultural and historical significance of the English language.2. LinguisticsLinguistics is another important component of an English major. It is the scientific study of language and its structure, including phonetics, phonology, morphology, syntax, semantics, and pragmatics. Students majoring in English should have a good understanding of the major areas of linguistics, as well as the basic concepts and theories in each area. They should also be familiar with the major developments and debates in linguistics, as well as the application of linguistic theories to the analysis of English language usage. In addition, students should have a good grasp of the relationship between language and society, as well as the role of language in communication and identity. A solid foundation in linguistics is essential for students majoring in English, as it provides the groundwork for understanding the structure and use of the English language.3. WritingWriting is a fundamental skill for students majoring in English. It encompasses a wide range of genres, styles, and formats, including academic essays, creative writing, professional writing, and technical writing. Students majoring in English should have a good understanding of the principles of effective writing, including organization, coherence, clarity, and style. They should also be familiar with the major types of writing, as well as the conventions and standards for each type. In addition, students should have a good grasp of the writing process, including brainstorming, drafting, revising, and editing. A solid foundation in writing is essential for students majoring in English, as it provides the groundwork for effective communication and expression in the English language.4. Language TeachingLanguage teaching is another important component of an English major. It encompasses a wide range of knowledge and skills, including language acquisition, pedagogy, assessment, and curriculum design. Students majoring in English should have a good understanding of the major theories and approaches to language teaching, as well as the principles and techniques for teaching English as a second or foreign language. They should also be familiar with the major factors that affect language learning, such as individual differences, motivation, and learning strategies. In addition, students should have a good grasp of the practical aspects of language teaching, including lesson planning, materials development, and classroom management. A solid foundation in language teaching is essential for students majoring in English, as it provides the groundwork for effective and successful language instruction.ConclusionThe English major encompasses a wide range of knowledge and skills, including literature, linguistics, writing, and language teaching. Students majoring in English should have a good understanding of each of these areas, as well as the connections and intersections between them. With a solid foundation in these essential knowledge points, students majoring in English will be well-prepared for a wide range of careers and further study in the field of English language and literature.。
科目训练方案英文

Subject Training ProgramIntroductionThe Subject Training Program is designed to provide students with a comprehensive and structured training plan in various academic subjects. This program aims to enhance students’ knowledge, skills, and performance in their chosen subjects, enabling them to excel academically. Throughout the program, students will be exposed to a combination of theoretical concepts, practical exercises, and assessments to ensure a well-rounded learning experience.Program StructureThe Subject Training Program is divided into several phases, each focusing on a specific subject area. The program covers a wide range of subjects, including but not limited to mathematics, sciences, languages, and social sciences. The structure of the program is outlined as follows:Phase 1: Subject AssessmentBefore students embark on their training journey, an initial subject assessment will be conducted to evaluate their current understanding and knowledge in the subject area. This assessment helps in establishing a baseline and allows instructors to tailor the training program to meet the individual needs of each student.Phase 2: Fundamentals ReviewThe fundamentals review phase focuses on reinforcing the basic concepts and principles of the subject. Students will revisit key topics, theories, and formulas to ensure a solid foundation. In this phase, instructors will employ a variety of teaching methods such as lectures, demonstrations, and interactive discussions to facilitate understanding.Phase 3: Advanced ConceptsBuilding upon the fundamentals, phase 3 introduces students to advanced concepts and applications within the subject. This phase deepens students’ understanding and prepares them for more complex problem-solving and critical thinking. Practical examples and real-life scenarios will be used to illustrate the relevance and practicality of these advanced concepts.Phase 4: Practice and ApplicationPhase 4 focuses on ample practice and application of the learned concepts. Students will be engaged in hands-on activities, problem-solving exercises, and simulations to hone their skills. Regular assessments and evaluations will be carried out to track students’ progress and identify areas that require further improvement.Phase 5: Exam PreparationAs the program nears completion, phase 5 concentrates on exam preparation. Students will be provided with ample practice tests and exam-style questions to familiarize themselves with the exam format. Guidance will be given on effective study strategies, time management, and exam techniques to maximize their performance.Phase 6: Final AssessmentThe final phase of the Subject Training Program involves a comprehensive assessment to evaluate students’ overall understanding and proficiency in the subject. This assessment may consist of a written exam, a project, or a combination of both. It aims to measure the progress made by students throughout the program and provide valuable feedback for further improvement.Benefits of the Subject Training ProgramThe Subject Training Program offers numerous benefits to students:1.Enhanced Subject Knowledge: The program deepens students’understanding of the subject and covers a wide range of topics, ensuring acomprehensive knowledge base.2.Improved Problem-Solving Skills: Through the program, studentsdevelop critical thinking and problem-solving abilities, preparing them foracademic challenges and future careers.3.Personalized Learning: The program is tailored to the individualneeds and abilities of each student, ensuring an effective and efficient learning experience.4.Increased Confidence: As students progress through the program,they gain confidence in their subject knowledge and skills, positively impacting their academic performance.5.Exam Readiness: The program includes specific exam preparationtechniques and strategies to help students perform at their best during exams.ConclusionThe Subject Training Program provides students with a structured and comprehensive approach to subjects training. By focusing on fundamentals, advanced concepts, practice, and exam preparation, the program equips students with the necessary knowledge and skills to excel in their chosen subjects. The program aims to foster a love for learning, enhance critical thinking, and empower students to achieve academic success.。
商务英语与国际沟通商务礼仪与跨文化交流

Respect principle
Respect others
In business activities, one should respect the cultural background, religious beliefs, customs, and habits of others to avoid offense and misunderstanding.
Language communication skills
Language use
Use simple, clear, and accurate language to express oneself; Pay attention to the mastery of tone, intonation, and speaking speed.
communication • Etiquette Practice in Business Occasions • The application of cross-cultural communication in
business activities • Suggestions for improving business English
Principle of self-discipline
Self restraint
In business activities, one should consciously abide by social ethics and professional ethics, and not do anything that harms the corporate and personal image.
03
国际经济与贸易专业主干课程 英文版

Syllabus of International Economics and Trade Names of Main Courses:1.International Clearance2.International Finance3.A Brief Introduction of International Trade4.International Trade Practice5.Customs Clearance Practices6.Management and Practice of Multinational Company7.Business Correspondence8.Trade negotiations9.Western EconomicsSyllabus of International FinanceFor: International Economics and TradeTotal Class Hours: 54Aims:This course introduces students to International Finance and equips them with basic concepts, and methods to study and analyze international economic issues and problems. It will lay a hard foundation for on Finance study and work in the future.Prerequisites:1.To understand properties, tasks and its researching targets; its system,structure overall2.To grasp basic concepts and theories, basic principles and methods,and development of international finance3.To learn to apply theories and principles to practice and analyzefinancial problems and specific cases with relevant theories.Teaching Mode:Lectures and case studyCourse Contents:Chapter one Foreign Currency and Exchange Rate1.1Definition and categories of currency1.2Definition, exchange quotation and categories of currency Rate1.3Currency basis and main factors affecting it1.4Function of currency changes to economyKey points and Difficulties:Exchange Quotation; main factors and functions of currency and currency changeChapter Two Currency System and Exchange Control2.1 Categories of currency system2.2 Fixed exchange rate and floating exchange rate2.3 History and purpose of exchange control2.4 Measures of exchange control2.5 Functions of exchange control2.6 Evolution and contents of foreign currency management in China2.7 RMB exchange rate system and its theoretical parityKey points and difficulties:Fixed exchange rate system and floating exchange rate system; pegging exchange rate, exchange control, complex exchange rate system, evasion, and arbitrage and Currency convertibilityChapter Three Foreign Exchange Market and Foreign Exchange Transactions3.1W hat is foreign exchange market3.2M ajor international markets and their transaction systems3.3T ransaction means3.3.1Spot transactions and forward transactions3.3.2Arbitrage trading and arbitrage trading3.3.3Swap3.3.4Foreign exchange futures and optionsKey points and difficulties:Foreign exchange market, foreign transaction, spot transaction and forward transaction; arbitrage trading and arbitrage trading, swap, foreign exchange futures and optionsChapter Four Foreign Exchange Risk Management4.1 What is exchange risk4.2 Causes and measures of exchange risk4.3 Enterprise Foreign exchange risk management approaches4.4 Bank Foreign exchange risk management approachKey points and difficulties:Recognize and measure all kinds of risks of foreign exchange and management approachesChapter Five International balance of payments5.1 What is international balance of payments5.2 Economic functions fo balance of payments5.3 Imbalance of international payments and its function5.4 Adjustment methods of imbalance of international paymentsKey points and difficulties:International balance of payments and its preparing methods; causes of imbalance and its functions to economy and adjustment methodsChapter Six International Reserves6.1 What are international reserves6.2 Management principles and policy options of international reserves 6.3 international reserves management in ChinaKey points and difficulties:International reserves, international liquidity, foreign exchange reserves, SDR; management principles and its functions,management principles in ChinaChapter Seven International Financial Markets7.1 What are international financial markets7.2 Classifications of international financial markets7.2.1 Foreign exchange market7.2.2 Money market7.2.3 Capital markets7.3 What are money markets in Europe7.4 Financial derivatives market7.4.1 Financial futures markets and futures trading rules7.4.2 Financial options market and options trading rulesKey points and difficulties:International financial markets, foreign exchange market, money markets, capital markets, money markets in Europe, offshore financial markets, financial derivatives; differences between offshore financial markets and traditional financial markets; financial derivatives trading rules and its supervision.Chapter Eight International Capital Flows8.1 What is international capital flows8.2 Benefits and risks of international capital flows8.3 International debt and its measurement index8.4 Causes and solutions of international debt crisis8.5 International capital flows and financial crisis in developing countries Key points and difficulties:Categories, contents and features of international capital flows; benefits and risks of international capital flowsChapter Nine International Settlement9.1N otes and documents in international settlement9.2M eans of international settlementKey points and difficulties:Categories and definitions of notes and documents in international settlement; different settlement means and usage; general business credit, standby letters of credit and bank guaranteeChapter Ten International Monetary Systems10.1 What are international monetary systems10.2 International monetary system10.2.1 International gold standard10.2.2 Bretton Woods system10.2.3 Jamaica monetary system10.3 Regional monetary system10.3.1 Effect of European Monetary System and European Monetary Union on economy10.4 Functions of European financial institutions in international monetary systemKey points and difficulties:International gold standard, Bretton Woods system, Jamaica monetary system, European Monetary Union, Euro; requirements of developing countries to international monetary system; History of Euro and its functions to world economyChapter Eleven International Finance Theory11.1 International balance of payments theory11.2 Exchange Rate Theory11.3 Theory of international capital flowsKey points and difficulties:Typical views on international balance of payments theory, such as Mercantilism’ theory of the balance of trade, Hume’s Price-cash flow mechanism; Purchasing power parity, psychological exchange, Export of capital, Capital input, Theory of capital controlsClass hour allocation:5 hours per chapter(4 hours for Chapter 11 only), totally 54 hours.Main references:Biaoru, C. (1990). Introduction of International Finance. Shanghai: Huadong Normal University Press.Obstfeld, P. R. K. M. (1998). International Economics. Beijing: Renmin University of China Press.Salvatore, D. (1998). International Economics. Beijing: Qinghua University Press.Shunian, L. (1995). International Finance. Beijing: International Business and Economics University Press.Xiang, T., & Yulu, C. (1996). International Finance and Management.Beijing: Renmin University of China Press.Syllabus of Introduction of International TradeFor: International Economics and TradeTotal Class Hours: 72Aims:This course introduces students to International trade and its theories and policies, and equips them with basic theories, viewpoints and methods to analyze international economic issues and trade problems. It will lay a hard foundation for on Finance study and work in the future.Courses contents:Part One Basis of International TradeChapter One Summary of international tradeAims and requirements:This chapter focuses on the researching objects, means and contents of international trade; students are required to master the basic concepts and the whole frame of international trade system.Key points and difficulties: researching objects, contents and basic conceptsChapter Two International Division of Labor and International Trade Aims and requirements:This chapter mainly touches on the relation between internationaldivision of labor and international trade; students are required to know factors causing labor division and different features of it at different stages; interactive relation between labor division and international trade. Key points and difficulties: main factors affecting international labor division.Chapter Three International Labor Division and World MarketAims and requirements:Students are required to know production and development of world market, systems and main features of world market and makeup and manifestations of price of world market.Key points and difficulties:Current world market systemChapter Four International Trade and Economic GrowthAims and requirements:Students are required to know the growing role of international trade in economy and the interactive relation between international trade and economic growth.Key points and difficulties:Economic growth’s effect to balance of international tradeChapter Five International Trade and Economic StructureAims and requirements:Studens are required to know the interactive relation between international trade and economic structure.Key points and difficulties:Infant industries and their protectionChapter Six Strategic Model of International TradeAims and requirements:Students are required to know the definition of Export and import substitution strategy and the main factors and selection principles affecting Export and import substitution strategyKey points and difficulties:Import substitution strategy and its theoretical basis, Export-oriented strategyPart Two International Trade TheoriesChapter Seven Classical International Trade ModelAims and requirements:Students are required to grasp the main theories of Mercantilism, absolute cost theory, comparative cost theory and Dornbush Fisher Samuelson Model.Key points and difficulties:Ricardo - Krugman modelChapter Eight Neoclassical International Trade ModelAims and requirements:Students are required to know Equilibrium open economy, mutual needs theory, factor endowment theory and Leontief MysteryKey points and difficulties:Mutual needs theory and factor endowment theoryChapter Nine Imperfect Competition Model of International TradeAims and requirements:Students are required to master scale economy and international trade, intraindustrial international trade, imperfect competitive market and International Competitive AdvantageKey points and difficulties:Intraindustrial international tradeChapter Ten Dynamic International Trade ModelAims and requirements:Students are required to master product life cycle theory, technological gap theory, technology spillover and “scientific” model and neoclassicaltheory.Key points and difficulties:Product life cycle theory and technological gap theoryChapter Eleven New Elements Model of International TradeAims and requirements:Students are required to know human capital and international trade; R&D and international trade, information and international trade, systems and international trade.Key points and requirements:Human capital and international tradeChapter Twelve Model of International Factor MobilityAims and requirements:Students are required to master international capital flow model, international factor and goods mobility and international technology mobility model.Key points and difficulties:International capital flow modelPart Three International Trade PolicyChapter Thirteen Introduction of International Trade PolicyAims and requirements:Students are required to know the evolution of international trade, options of international trade policy and its features, to lay a basis for future study.Chapter Fourteen Tariff MeasuresAims and requirements:Students are required to grasp rate of tariff protection and tariff effects models and know of tariff, tariff system and types of tariffKey points and difficulties:Tariff effects modelChapter Fifteen Non-tariff MeasuresAims and requirements:Students are required to grasp analysis of non-tariff effects and know types of non-tariff measures and its basic featuresKey points and difficulties:Analysis of non-tariff measure effectsChapter Sixteen Export Promotion and Export ControlAims and requirements:Students are required to grasp measures of export promotion and knowhow to analyze the economic effects export promotion and export control. Key points and difficulties:Measures of export promotionChapter Seventeen Strategic Trade PolicyAims and requirements:Students are required to know the theoretical basis of strategic trade policy, basic model and its applicationKey points and difficulties:Theoretical basis of strategic trade policyChapter Eighteen Political Economy of Trade PolicyAims and requirements:Students are required to know trade policy and political factors, rent-seeking and trade policy; game and coordination in international trade policy.Key points and difficulties:Trade policy and political factorPart Four International Trade TopicsChapter Nineteen World Trade Organization and International Trade Aims and requirements:Students are required to grasp the principles and main functions of WTO; know features of GATT related with WTO, analyze the relation among WTO, world trade and China.Key points and difficulties:Principles and functions of WTOChapter Twenty Regional Economic Integration and International Trade Aims and requirements:Students are required to know main content and forms, interactive relation and models of regional economic integrationKey points and difficulties:Models of regional economic integrationChapter Twenty One International Investment and TradeAims and requirements:Students are required to learn the main content and forms, interactive relation and theories of international investmentKey points and difficulties:International investment theoryChapter Twenty Two Transnational Corporation and International Trade Aims and requirements:Students are required to know general features of transnational corporation, major features of management and its effect on macro economyKey points and difficulties:Management of transnational corporationChapter Twenty Three International Trade in ServiceAims and requirements:Students are required to general features of transnational corporation, major features of management and its effect on macro economyKey points and difficulties:Models of international trade in serviceChapter Twenty Four International Trade PatternsAims and requirements:Students are required to know trade features of developed countries and developing countries; to know international economic order and trade patterns and their adjustments.Key points and difficulties:International economic order and trade patterns, and their adjustments.\Main referenceSalvatore, D. (1998). International Economics. Beijing: QingHua University Press.Xian, C. (1998). International Trade Shanghai Lixin Accounting Publishing HouseXinlei, S. (2001). Theories and Policies of International Economics.Chengdu: Southwestern University of Finance and Economics Press.Syllabus of International Trade PracticeFor: International economics and tradeTotal class hours: 36International Trade Practice is a backbone course of specialty of Trade Economics,and it is a course of studying the procedure of international exchange of commodities, and it also have characteristics of foreign activities. The task of this course is: In terms of practice and law, analyzing and studying various kinds of methods of international exchange of commodities, summarizing foreign practical experiences in order to carry out the principles and policies of foreign trade of our country, not only can guarantee the best economic benefits, but also can handle affairs according to the international practice, and make our basic methods can be generally accepted for the international community. Through this course students are required to master basic theories, knowledge and basic skill of the foreign trade business, understand the trade procedure of imports and exports and grasp the method and skill of drafting sales contract clauses.Part One International Trade TermsChapter One International Trade TermsAims:Trade term is the key content of this course. It requires students tograsp the explanations for 13 trade terms of INCO terms 2000 through studying, especially the definitions, characteristic and applications of some important trade term.Key points:The coverage of INCO terms 2000; the meaning of FOB, CFR, CIF, FCA ,CPT, CIP, shipment contract, Symbol Delivery, the varieties of trade term.Teaching difficulties:The same points and different points of FOB, CFR, CIF and the difference among FCA, CPT, CIP, summary of trade terms, choosing of trade terms.Teaching contentLaws and practices for sales of international cargo, the main content of sales contracts, general procedure of sale-goods and main content of this course.Part Two International Sale of GoodsChapter Two Name, Quality and PackingAims:This chapter requires students to study and grasp the importance concluding the quality clause and basic method in the sales contract through this Section, and grasp how to stipulate quantity clauses, andstudy the basic content of the packaging clause, and grasp the general description about the goods on the whole.Key points:Choosing the methods of descript quality correctly, using chipping mark, more and short clause and neutral packing.Teaching Difficulties:Related stipulations about quantity clause of ConversionChapter Three Transport of International GoodsAims:This Section is emphasis the modes of transport,how to stipulate the shipment clause in the contract,how to deal with the shipment document, especially the ocean transportation.Key points:Mode of ocean transport, related documents, clause, accounting the freight of line transportTeaching difficulties:Nature of B/L, kinds of B/L, stipulations about partial shipment and transshipment in UCP500Chapter Four Insurance of International GoodsAims:This Section tells mainly that transports the range that the cargo insurance gives cover for by sea, our country transports cargo insurance risk and such contents as the clause and transportation insurance practice of cargoes imported and exported, etc. by sea.Key points:Related knowledge about insurance of ocean transportTeaching difficulties:Decision of insurance amount, Choice of insurance averageChapter Five Price of International GoodsAims:Through the studying of this chapter, student can grasp the price of the imported and exported goods correctly, adopting various kinds of and fix a price for the method rationally, selecting the favorable pricing currency for use, using relevant commission and discount properly, and ordering the price clause in the contract.Key points:Accounting the commission and discount, exchange the price. Teaching difficulties:Choice to the method of accounting the priceChapter Six Collection and PaymentAims:This chapter mainly introduces the process of international settlement, such as means of payment, payment time, payment place, etc. Among them the L/C and its related issues are discussed in great details. This Section is a key Section of this book.Key points:Draft, L/C, International Factor and Choice of payment instruments. Teaching difficulties:Transferable L/C, relationship of 3 periods of L/C, Usance L/ C payable at sight.Chapter Seven Inspection, Claim, Arbitration and Force Majeure Aims:This chapter mainly introduces inspection, claim, arbitration, Force Majeure and related knowledge in international merchandise trade.Key points:Choosing the time and the place of inspection, deciding the claim party, stipulating the claim clause, judgment of Force Majeure matter, forms and functions of arbitration, results of arbitrationTeaching difficulties:Commencement and termination of Force MajeurePart Three Trade Negotiation and Contract PreparationChapter Eight Export Business Negotiation and Conclusion of ContractAims:This Section tells the general procedures of business negotiation, the basically contents and establishment of contract, etc.Key points:This Section is key on offer and accept, effective time, whether to revocable or withdraw.Teaching difficulties:Stipulations about offer and accept in ConventionChapter Nine Performance of Import and Export ContrastAims:This chapter mainly talks about the main steps in the general process in performance of the contract and its related issues that should be pay close attention to.Key points:The key points of Urging establishment of L/C, notices of verify the L/C Teaching difficulties:Auditing of credit amount and Export bill purchasePart Four International Trade FormsChapter Ten International Trade FormsAims:This chapter mainly tells about the concept and characteristic of various trade forms; main contents of various trade agreement; and issues of using various trade forms.Key points:Distribution, Sole Distribution, Solo Agent or Exclusive Agent, Consignment, Fairs and Sales, Invitation to Tender and Submission, Auction, Processing tradeTeaching difficulties:The Comparison of Sole Distribution and Solo Agent, differences of processing with imported material and supplied material.Main reference:Baifu, W. (1996). Textbook of Import and Export Trade Practice.Shanghai: Shanghai People's Press.Xiaoxian, L. (1994). International Trade Practice. Beijing University Press of International Business and Economics.Yongyou, Y. (1999). International Trade Practice. Wuhan: Hubei People's Press.。
现代语言学自考题-2

现代语言学自考题-2(总分:100.00,做题时间:90分钟)一、{{B}}PART ONE{{/B}}(总题数:0,分数:0.00)二、{{B}}Ⅰ{{/B}}(总题数:10,分数:20.00)1.A scientific study of language is conducted with reference to some ______ of language structure.∙ A. data∙ B. general theory∙ C. facts∙ D. hypotheses(分数:2.00)A.B. √C.D.解析:[解析] 对语言进行科学的研究最根本的,是要对语言材料进行系统的调查研究,并在语言结构的一般理论指导下进行。
2.______ phonetics looks at the sounds from the hearer's point of view and studies how the sounds are perceived by the hearer.∙ A. Articulatory∙ B. Auditory∙ C. Acoustic∙ D. Oral(分数:2.00)A.B. √C.D.解析:[解析] 语音学从三个既相互区别又相互联系的角度来审视语音现象,其中从听话者的角度来观察语音,研究声音是采用什么样的方式被听话者所接收的,叫做听觉语音学。
3."Words are further analyzable" means ______.∙ A. words can be broken down into 26 letters of English alphabet∙ B. words can be broken down into the components at the lowest level of word∙ C. words can be broken down into the smallest meaningful components∙ D. words can be broken down into smaller components(分数:2.00)A.B.C. √D.解析:[解析] 鉴于句子总是包含着并且经常被分析成单词的形式,所以单词一般被认为是语言中最小的单位。
大学生如何看待chatgpt英文作文

大学生如何看待chatgpt英文作文全文共3篇示例,供读者参考篇1Title: How College Students View ChatGPTIntroductionChatGPT is an AI-powered chatbot developed by OpenAI that has gained popularity among users for its ability to engage in natural and coherent conversations. As college students increasingly rely on digital tools for communication and information, the question arises: how do college students view ChatGPT? In this essay, we will explore the different perspectives that college students have towards ChatGPT and its impact on their daily lives.Benefits of ChatGPT for College StudentsOne of the main advantages of ChatGPT for college students is its responsiveness and availability. With ChatGPT, students can easily get answers to their questions at any time of the day, without having to wait for a human response. This is especially useful for students with busy schedules who need quick and convenient access to information.Moreover, ChatGPT can also serve as a helpful study tool for college students. By engaging in conversations with ChatGPT, students can reinforce their understanding of complex concepts and improve their communication skills. For language learners, ChatGPT can be a valuable resource for practicing and improving their proficiency in English or other languages.Challenges and Limitations of ChatGPTWhile ChatGPT offers many benefits for college students, there are also challenges and limitations that need to be considered. One of the main concerns is the accuracy and reliability of the information provided by ChatGPT. Since ChatGPT relies on pre-existing data to generate responses, there is a risk of misinformation or inaccuracies in its answers.Another challenge is the lack of emotional intelligence in ChatGPT. Unlike human interactions, ChatGPT is unable to understand or respond to emotions, which can make conversations with the chatbot feel impersonal and robotic. This may be a drawback for college students seeking emotional support or guidance from a chatbot.Ethical ConsiderationsIn addition to the technical limitations of ChatGPT, there are also ethical considerations that college students need to take into account. As AI technology continues to advance, there is a growing concern about privacy and data security. College students should be cautious about sharing personal information or sensitive data with ChatGPT, as there is a risk of data breaches or misuse.Furthermore, the use of AI chatbots like ChatGPT raises questions about job displacement and the impact on human labor. As more tasks are automated by AI, there is a possibility that certain jobs may become obsolete, leading to unemployment and economic disruptions. College students should reflect on the ethical implications of using AI technology and consider its long-term consequences on society.ConclusionIn conclusion, ChatGPT offers college students a convenient and accessible tool for communication and information. While there are benefits to using ChatGPT, such as responsiveness and study support, there are also challenges and ethical considerations that need to be addressed. College students should approach ChatGPT with a critical mindset and consider its impact on their academic performance, privacy, and societalvalues. By being aware of the opportunities and limitations of AI chatbots like ChatGPT, college students can make informed decisions about their use of technology in their daily lives.篇2Title: How College Students View ChatGPTIn recent years, technology has been rapidly developing, and the emergence of artificial intelligence has been a topic of interest among many people. ChatGPT, a conversational AI developed by OpenAI, has gained popularity among individuals for its ability to generate human-like text responses. Many college students have started to explore and utilize ChatGPT for various purposes. In this article, we will discuss how college students view ChatGPT and its impact on their academic and personal lives.First and foremost, college students find ChatGPT to be a valuable tool for improving their writing skills. By interacting with ChatGPT, students can receive feedback on their writing style, grammar, and structure. This helps them to enhance their communication skills and become better writers. Additionally, ChatGPT can provide inspiration and ideas for creative writingassignments, helping students overcome writer's block and develop their creativity.Moreover, ChatGPT serves as a helpful study companion for college students. It can answer questions on a wide range of topics, helping students to better understand complex concepts and theories. This AI assistant can also provide explanations and examples for difficult problems, making study sessions more productive and efficient. By utilizing ChatGPT as a study aid, college students can improve their academic performance and achieve better grades.Furthermore, college students appreciate ChatGPT for its entertainment value. The AI's ability to generate engaging and witty responses makes chatting with it a fun and enjoyable experience. Students can ask ChatGPT for jokes, stories, or even engage in philosophical discussions. This not only serves as a form of relaxation but also helps students to stimulate their minds and think critically about different topics.Additionally, college students see ChatGPT as a valuable resource for obtaining information and staying up-to-date with current events. The AI can provide news updates, weather forecasts, and answers to general knowledge questions. This enables students to broaden their horizons and enhance theirunderstanding of the world around them. By using ChatGPT to access information, college students can become more informed and knowledgeable individuals.However, despite its many benefits, some college students express concerns about the ethical implications of using ChatGPT. They worry about the potential misuse of AI technology and its impact on society. There are also concerns about privacy and data security, as ChatGPT collects and stores information from user interactions. College students emphasize the importance of using AI responsibly and ethically to prevent any negative consequences.In conclusion, college students view ChatGPT as a valuable and versatile tool that can enhance their academic and personal lives. From improving writing skills to serving as a study aid and entertainment source, ChatGPT offers numerous benefits for students. While there are ethical considerations to be aware of, college students can make the most of ChatGPT by using it responsibly and ethically. As technology continues to advance, ChatGPT will likely play an increasingly important role in the lives of college students.篇3How do college students view ChatGPT?IntroductionChatGPT is an artificial intelligence language model developed by OpenAI that can engage in conversation with users by generating human-like responses. It has been gaining popularity among various demographics, including college students. In this essay, we will explore how college students view ChatGPT and its impact on their lives.Convenience and AccessibilityOne of the main reasons why college students appreciate ChatGPT is its convenience and accessibility. With just a few clicks, students can ask ChatGPT questions, seek guidance on assignments, or simply have a casual conversation. This real-time interaction feature is particularly valuable for those who need immediate answers or assistance.Moreover, ChatGPT is available 24/7, making it an ideal virtual companion for college students who have unpredictable schedules or prefer studying late at night. Its accessibility also allows students to engage in meaningful conversations and receive valuable feedback without having to rely on physical interactions with peers or professors.Enhancing Learning ExperienceChatGPT has the potential to enhance the learning experience for college students in various ways. For instance, students can use it as a study tool to clarify concepts, brainstorm ideas, or practice language skills. By engaging with ChatGPT, students can stimulate critical thinking, improve problem-solving abilities, and expand their knowledge base.Furthermore, ChatGPT can provide personalized feedback on assignments, essays, or research papers, enabling students to refine their writing skills and academic performance. Thisreal-time feedback mechanism can help students identify areas for improvement, address common mistakes, and develop effective writing strategies.Building Social ConnectionsIn today's digital age, social connections play a crucial role in shaping college students' social and emotional well-being. ChatGPT offers students a platform to connect with like-minded individuals, engage in meaningful conversations, and foster friendships. This virtual interaction space can help students combat feelings of loneliness, isolation, or academic stress.Moreover, ChatGPT can serve as a supportive companion for students who may struggle with mental health issues or seek emotional support. By providing an empathetic ear, offering uplifting messages, or suggesting coping strategies, ChatGPT can contribute to students' overall well-being and mental health.Ethical Considerations and ConcernsDespite its benefits, ChatGPT raises ethical considerations and concerns that college students should be aware of. For instance, the use of AI language models like ChatGPT raises questions about data privacy, security, and ownership. Students should exercise caution when sharing sensitive information, personal details, or academic work with ChatGPT to protect their privacy and confidentiality.Furthermore, ChatGPT's ability to generate human-like responses raises concerns about misinformation, bias, and ethical implications. Students should critically evaluate the information provided by ChatGPT, fact-check sources, and consider varying perspectives to avoid falling victim to fake news or misleading content.ConclusionIn conclusion, college students view ChatGPT as a valuable tool that enhances convenience, accessibility, and learning experience. Its real-time interaction feature, personalized feedback mechanism, and social connection platform make it an indispensable resource for students in today's digital age. However, it is important for students to be mindful of ethical considerations and concerns related to ChatGPT to use it responsibly and effectively. Ultimately, ChatGPT can empower college students to learn, grow, and thrive in their academic and personal endeavors.。
战略管理 Strategy Management

5-10年
时间安排
缺口分析与预测:如果以2015年进入世界500强为目标,则 中国海运集团营业收入未来三年的复合增长率需要达到40%
系列1, 1, 220 系列23, 1, 100
缺口预测
系列1, 2, 235.55
系列3, 2, 140.00 系列2, 2, 113.9
系列1, 3, 252.21 系列3, 3, 194.95
• Planning School: The formation of the strategy as a formal planning process.
• Positioning School: Emphasize rational analysis and believe that the strategy is to determine the location of the organization in the market.
3
项目规划目标:明确宏观经济和行业趋势给中海运 带来的机遇和挑战,以进入世界500强和打造世界一 流航运公司为目标,分阶段确立公司模式创新战略
300
目 标 年 收 入
亿 美 元
第一阶段 明确战略方向 确定业务发展
2年
三阶段发展阶梯模型
第二阶段 经营规模成长 进入世界500强
3-5年
第三阶段 核心竞争力建立 全球配置资源 世界一流航运公司
如果均以最近十年(2003— 系列23,04,12721.4)7 7.07%的年均复合增长
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Microstrip Filters for RF/Microwave Applications.Jia-Sheng Hong, M. J. LancasterCopyright © 2001 John Wiley & Sons, Inc.ISBNs: 0-471-38877-7 (Hardback); 0-471-22161-9 (Electronic)29For linear, time-invariant networks, the transfer function may be defined as a ra-tional function, that isS 21(p ) = (3.2)where N (p ) and D (p ) are polynomials in a complex frequency variable p = + j ⍀.For a lossless passive network, the neper frequency = 0 and p = j ⍀. To find a real-izable rational transfer function that produces response characteristics approximat-ing the required response is the so-called approximation problem, and in many cases, the rational transfer function of (3.2) can be constructed from the amplitude-squared transfer function of (3.1) [1–2].For a given transfer function of (3.1), the insertion loss response of the filter, fol-lowing the conventional definition in (2.9), can be computed byL A (⍀) = 10 log dB (3.3)Since |S 11|2+ |S 21|2= 1 for a lossless, passive two-port network, the return loss re-sponse of the filter can be found using (2.9):L R (⍀) = 10 log[1 – |S 21(j ⍀)|2] dB (3.4)If a rational transfer function is available, the phase response of the filter can be found as21= Arg S 21(j ⍀)(3.5)Then the group delay response of this network can be calculated byd (⍀) = seconds (3.6)where 21(⍀) is in radians and ⍀is in radians per second.3.1.2The Poles and Zeros on the Complex Plane The (, ⍀) plane, where a rational transfer function is defined, is called the complex plane or the p -plane. The horizontal axis of this plane is called the real or -axis,and the vertical axis is called the imaginary or j ⍀-axis. The values of p at which the function becomes zero are the zeros of the function, and the values of p at which the function becomes infinite are the singularities (usually the poles) of the function.Therefore, the zeros of S 21(p ) are the roots of the numerator N (p ) and the poles of S 21(p ) are the roots of denominator D (p ).These poles will be the natural frequencies of the filter whose response is de-d 21(⍀)ᎏ–d ⍀1ᎏ|S 21(j ⍀)|2N (p )ᎏD (p )30BASIC CONCEPTS AND THEORIES OF FILTERSscribed by S 21(p ). For the filter to be stable, these natural frequencies must lie in the left half of the p -plane, or on the imaginary axis. If this were not so, the oscillations would be of exponentially increasing magnitude with respect to time, a condition that is impossible in a passive network. Hence, D (p ) is a Hurwitz polynomial [3];i.e., its roots (or zeros) are in the inside of the left half-plane, or on the j ⍀-axis,whereas the roots (or zeros) of N (p ) may occur anywhere on the entire complex plane. The zeros of N (p ) are called finite-frequency transmission zeros of the filter.The poles and zeros of a rational transfer function may be depicted on the p -plane. We will see in the following that different types of transfer functions will be distinguished from their pole-zero patterns of the diagram.3.1.3Butterworth (Maximally Flat) ResponseThe amplitude-squared transfer function for Butterworth filters that have an inser-tion loss L Ar = 3.01 dB at the cutoff frequency ⍀c = 1 is given by|S 21(j ⍀)|2= (3.7)where n is the degree or the order of filter, which corresponds to the number of re-active elements required in the lowpass prototype filter. This type of response is also referred to as maximally flat because its amplitude-squared transfer function defined in (3.7) has the maximum number of (2n – 1) zero derivatives at ⍀= 0.Therefore, the maximally flat approximation to the ideal lowpass filter in the pass-band is best at ⍀= 0, but deteriorates as ⍀approaches the cutoff frequency ⍀c . Fig-ure 3.1 shows a typical maximally flat response.1ᎏ1 + ⍀2n3.1TRANSFER FUNCTIONS 31FIGURE 3.1Butterworth (maximally flat) lowpass response.A rational transfer function constructed from (3.7) is [1–2]S 21(p ) = (3.8)withp i = j exp ΄΅There is no finite-frequency transmission zero [all the zeros of S 21(p ) are at infini-ty], and the poles p i lie on the unit circle in the left half-plane at equal angular spac-ings, since |p i | = 1 and Arg p i = (2i – 1)/2n . This is illustrated in Figure 3.2.3.1.4Chebyshev ResponseThe Chebyshev response that exhibits the equal-ripple passband and maximally flat stopband is depicted in Figure 3.3. The amplitude-squared transfer function that de-scribes this type of response is|S 21(j ⍀)|2= (3.9)where the ripple constant is related to a given passband ripple L Ar in dB by= Ί10–1(3.10)L Ar ᎏ101ᎏᎏ1 + 2T n 2(⍀)(2i – 1)ᎏ2n 1ᎏᎏn ⌸i =1(p – p i )32BASIC CONCEPTS AND THEORIES OF FILTERSFIGURE 3.2Pole distribution for Butterworth (maximally flat) response.T n (⍀) is a Chebyshev function of the first kind of order n , which is defined asT n (⍀) = Ά(3.11)Hence, the filters realized from (3.9) are commonly known as Chebyshev filters.Rhodes [2] has derived a general formula of the rational transfer function from (3.9) for the Chebyshev filter, that isS 21(p ) = (3.12)withp i = j cos ΄sin –1j + ΅= sinh sinh –1Similar to the maximally flat case, all the transmission zeros of S 21(p ) are located at infinity. Therefore, the Butterworth and Chebyshev filters dealt with so far are sometimes referred to as all-pole filters. However, the pole locations for the Cheby-shev case are different, and lie on an ellipse in the left half-plane. The major axis of the ellipse is on the j ⍀-axis and its size is ͙1ෆ+ෆෆ2ෆ; the minor axis is on the -axis and is of size . The pole distribution is shown, for n = 5, in Figure 3.4.1ᎏ1ᎏn (2i – 1)ᎏ2nn ⌸i =1[2+ sin 2(i /n )]1/2ᎏᎏᎏn ⌸i =1(p + p i )|⍀| Յ1|⍀| Ն1cos(n cos –1 ⍀)cosh(n cosh –1⍀)3.1TRANSFER FUNCTIONS33FIGURE 3.3Chebyshev lowpass response.3.1.5Elliptic Function ResponseThe response that is equal-ripple in both the passband and stopband is the elliptic function response, as illustrated in Figure 3.5. The transfer function for this type of response is|S 21(j ⍀)|2= (3.13a)1ᎏᎏ1 + 2F n 2(⍀)34BASIC CONCEPTS AND THEORIES OF FILTERS FIGURE 3.4Pole distribution for Chebyshev response.FIGURE 3.5Elliptic function lowpass response.withF n (⍀) = ΆM for n even (3.13b)N for n (Ն3) odd where ⍀i (0 < ⍀i < 1) and ⍀s > 1 represent some critical frequencies; M and N are constants to be defined [4–5]. F n (⍀) will oscillate between ±1 for |⍀| Յ1, and |F n (⍀= ±1)| = 1.Figure 3.6 plots the two typical oscillating curves for n = 4 and n = 5. Inspection of F n (⍀) in (3.13b) shows that its zeros and poles are inversely proportional, the constant of proportionality being ⍀s . An important property of this is that if ⍀i can be found such that F n (⍀) has equal ripples in the passband, it will automatically have equal ripples in the stopband. The parameter ⍀s is the frequency at which the equal-ripple stopband starts. For n even F n (⍀s ) = M is required, which can be used to define the minimum in the stopband for a specified passband ripple constant .The transfer function given in (3.13) can lead to expressions containing elliptic functions; for this reason, filters that display such a response are called elliptic function filters, or simply elliptic filters. They may also occasionally be referred to as Cauer filters, after the person who first introduced the function of this type [6].⍀ (n –1)/2⌸i =1 (⍀i 2– ⍀2)ᎏᎏ(n –1)/2⌸i =1 (⍀s 2/⍀i 2– ⍀2)n /2⌸i =1(⍀i 2– ⍀2)ᎏᎏn /2⌸i =1(⍀s 2/⍀i 2– ⍀2) 3.1TRANSFER FUNCTIONS 35FIGURE 3.6Plot of elliptic rational function.3.1.6Gaussian (Maximally Flat Group-Delay) ResponseThe Gaussian response is approximated by a rational transfer function [4]S21(p ) = (3.14)where p = + j ⍀is the normalized complex frequency variable, and the coeffi-cientsa k = (3.15)This transfer function posses a group delay that has maximum possible number of zero derivatives with respect to ⍀at ⍀= 0, which is why it is said to have maximal-ly flat group delay around ⍀= 0 and is in a sense complementary to the Butterworth response, which has a maximally flat amplitude. The above maximally flat group delay approximation was originally derived by W . E. Thomson [7]. The resulting polynomials in (3.14) with coefficients given in (3.15) are related to the Bessel functions. For these reasons, the filters of this type are also called Bessel and/or Thomson filters.Figure 3.7 shows two typical Gaussian responses for n = 3 and n = 5, which are obtained from (3.14). In general, the Gaussian filters have a poor selectivity, as can be seen from the amplitude responses in Figure 3.7(a ). With increasing filter order(2n – k )!ᎏᎏ2n–k k !(n – k )!a 0ᎏΑn k =0a k p k36BASIC CONCEPTS AND THEORIES OF FILTERSFIGURE 3.7Gaussian (maximally flat group-delay) response: (a) amplitude, (b) group delay.n , the selectivity improves little and the insertion loss in decibels approaches the Gaussian form [1]L A (⍀) = 10 log e dB (3.16)Use of this equation gives the 3 dB bandwidth as⍀3 dB Ϸ͙(2ෆn ෆ–ෆ1ෆ)l ෆn ෆ2ෆ(3.17)which approximation is good for n Ն3. Hence, unlike the Butterworth response, the 3 dB bandwidth of a Gaussian filter is a function of the filter order; the higher the filter order, the wider the 3 dB bandwidth.However, the Gaussian filters have a quite flat group delay in the passband, as in-dicated in Figure 3.7(b ), where the group delay is normalized by 0, which is the de-lay at the zero frequency and is inversely proportional to the bandwidth of the pass-band. If we let ⍀= ⍀c = 1 radian per second be a reference bandwidth, then 0= 1second. With increasing filter order n , the group delay is flat over a wider frequency range. Therefore, a high-order Gaussian filter is usually used for achieving a flat group delay over a large passband.3.1.7All-Pass ResponseE xternal group delay equalizers, which are realized using all-pass networks, are widely used in communications systems. The transfer function of an all-pass net-work is defined byS 21(p ) = (3.18)where p = + j ⍀is the complex frequency variable and D (p ) is a strict Hurwitz polynomial. At real frequencies (p = j ⍀), |S 21(j ⍀)|2= S 21(p )S 21(–p ) = 1 so that the amplitude response is unity at all frequencies, which is why it is called the all-pass network. However, there will be phase shift and group delay produced by the all-pass network. We may express (3.18) at real frequencies as S 21(j ⍀) = e j 21(⍀), the phase shift of an all-pass network is then21(⍀) = –j ln S 21(j ⍀)(3.19)and the group delay is given byd (⍀) = –= j (3.20)= j – Έp=j ⍀dp ᎏd ⍀dD (p )ᎏdp 1ᎏD (p )dD (–p )ᎏdp 1ᎏD (–p )d (ln S 21(j ⍀))ᎏᎏd ⍀d 21(⍀)ᎏd ⍀D (–p )ᎏD (p )⍀2ᎏ(2n –1)3.1TRANSFER FUNCTIONS 37An expression for a strict Hurwitz polynomial D (p ) isD (p ) = n ⌸k =1[p – (–k )]m ⌸k =1[p – (–i + j ⍀i )]·[p – (–i – j ⍀i )](3.21)where –k for k > 0 are the real left-hand roots, and –i ± j ⍀i for i > 0 and ⍀i > 0are the complex left-hand roots of D (p ), respectively. If all poles and zeros of an all-pass network are located along the -axis, such a network is said to consist of C-type sections and therefore referred to as C-type all-pass network. On the other hand, if the poles and zeros of the transfer function in (3.18) are all complex with quadrantal symmetry about the origin of the complex plane, the resultant network is referred to as D-type all-pass network consisting of D-type sections only. In prac-tice, a desired all-pass network may be constructed by a cascade connection of indi-vidual C-type and D-type sections. Therefore, it is interesting to discuss their char-acteristics separately.For a single section C-type all-pass network, the transfer function isS 21(p ) = (3.22a)and the group delay found by (3.20) isd (⍀) = (3.22b)The pole-zero diagram and group delay characteristics of this network are illustrat-ed in Figure 3.8.Similarly, for a single-section, D-type, all-pass network, the transfer function isS 21(p ) = (3.23a)and the group delay isd (⍀) = (3.23b)Figure 3.9 depicts the pole-zero diagram and group delay characteristics of this net-work.3.2LOWPASS PROTOTYPE FILTERS AND ELEMENTSFilter syntheses for realizing the transfer functions, such as those discussed in the previous section, usually result in the so-called lowpass prototype filters [8–10]. A 4i [(i 2+ ⍀i 2) + ⍀2]ᎏᎏᎏ[(i 2+ ⍀i 2) – ⍀2]2+ (2i ⍀)2[–p – (–i + j ⍀i )]·[–p – (–i – j ⍀i )]ᎏᎏᎏᎏ[p – (–i + j ⍀i )]·[p – (–i – j ⍀i )]2k ᎏk 2+ ⍀2–p + k ᎏp + k38BASIC CONCEPTS AND THEORIES OF FILTERSFIGURE 3.8Characteristics of single-section C-type all-pass network: (a) pole-zero diagram, (b)group delay response.FIGURE 3.9Characteristics of single-section, D-type, all-pass network: (a) pole-zero diagram, (b)group delay response.(a ) (b )(a ) (b )lowpass prototype filter is in general defined as the lowpass filter whose element values are normalized to make the source resistance or conductance equal to one, denoted by g0= 1, and the cutoff angular frequency to be unity, denoted by ⍀c= 1(rad/s). For example, Figure 3.10 demonstrates two possible forms of an n-pole lowpass prototype for realizing an all-pole filter response, including Butterworth, Chebyshev, and Gaussian responses. E ither form may be used because both are dual from each other and give the same response. It should be noted that in Figure 3.10, g i for i= 1 to n represent either the inductance of a series inductor or the ca-pacitance of a shunt capacitor; therefore, n is also the number of reactive ele-ments. If g1is the shunt capacitance or the series inductance, then g0is defined as the source resistance or the source conductance. Similarly, if g n is the shunt ca-pacitance or the series inductance, g n+1becomes the load resistance or the load conductance. Unless otherwise specified these g-values are supposed to be the in-ductance in henries, capacitance in farads, resistance in ohms, and conductance in mhos.This type of lowpass filter can serve as a prototype for designing many practical filters with frequency and element transformations. This will be addressed in the next section. The main objective of this section is to present equations and tables for obtaining element values of some commonly used lowpass prototype filters without detailing filter synthesis procedures. In addition, the determination of the degree of the prototype filter will be discussed.FIGURE 3.10Lowpass prototype filters for all-pole filters with (a) a ladder network structure and (b) its dual.3.2.1Butterworth Lowpass Prototype FiltersFor Butterworth or maximally flat lowpass prototype filters having a transfer func-tion given in (3.7) with an insertion loss L Ar = 3.01 dB at the cutoff ⍀c = 1, the ele-ment values as referring to Figure 3.10 may be computed byg 0= 1.0g i = 2 sin for i = 1 to n (3.24)g n +1= 1.0For convenience, Table 3.1 gives element values for such filters having n = 1 to 9.As can be seen, the two-port Butterworth filters considered here are always sym-metrical in network structure, namely, g 0= g n +1, g 1= g n and so on.To determine the degree of a Butterworth lowpass prototype, a specification that is usually the minimum stopband attenuation L As dB at ⍀= ⍀s for ⍀s > 1 is given.Hencen Ն(3.25)For example, if L As = 40 dB and ⍀s = 2, n Ն6.644, i.e., a 7-pole (n = 7) Butterworth prototype should be chosen.3.2.2Chebyshev Lowpass Prototype FiltersFor Chebyshev lowpass prototype filters having a transfer function given in (3.9)with a passband ripple L Ar dB and the cutoff frequency ⍀c = 1, the element values for the two-port networks shown in Figure 3.10 may be computed using the follow-ing formulas:log(100.1L AS – 1)ᎏᎏ2log ⍀s(2i – 1)ᎏ2ng 0= 1.0g 1= sin g i = for i = 2, 3, ··· n (3.26)g n +1=Άwhere= ln ΄coth ΅␥= sinh Some typical element values for such filters are tabulated in Table 3.2 for various passband ripples L Ar , and for the filter degree of n = 1 to 9.For the required passband ripple L Ar dB, the minimum stopband attenuation L As dB at ⍀= ⍀s , the degree of a Chebyshev lowpass prototype, which will meet this specification, can be found byn Ն(3.27)Using the same example as given above for the Butterworth prototype, i.e., L As Ն40dB at ⍀s = 2, but a passband ripple L Ar = 0.1 dB for the Chebyshev response, we have n Ն5.45, i.e., n = 6 for the Chebyshev prototype to meet this specification.This also demonstrates the superiority of the Chebyshev design over the Butter-worth design for this type of specification.Sometimes, the minimum return loss L R or the maximum voltage standing wave ratio VSWR in the passband is specified instead of the passband ripple L Ar . If the re-turn loss is defined by (3.4) and the minimum passband return loss is L R dB (L R <0), the corresponding passband ripple isL Ar = –10 log(1 – 100.1L R ) dB(3.28)cosh –1Ίᎏ110000..11L L A A s r ––11ᎏᎏᎏᎏcosh –1⍀sᎏ2nL Arᎏ17.37for n odd for n even1.0coth 2ᎏ4ᎏ4 sin ΄ᎏ(2i 2–n 1)ᎏ΅·sin ΄ᎏ(2i 2–n3)ᎏ΅ᎏᎏᎏᎏ␥2+ sin 2΄ᎏ(i –n1)ᎏ΅1ᎏg i –1ᎏ2n 2ᎏ␥For example if L R = –16.426 dB, L Ar = 0.1 dB. Similarly, since the definition of VSWR isVSWR = (3.29)we can convert VSWR into L Ar byL Ar = –10 log ΄1 – 2΅dB(3.30)For instance if VSWR = 1.3554, L Ar = 0.1 dB.VSWR – 1ᎏᎏVSWR + 11 + |S 11|ᎏ1 – |S 11|3.2.3Elliptic Function Lowpass Prototype FiltersFigure 3.11 illustrates two commonly used network structures for elliptic function lowpass prototype filters. In Figure 3.11(a), the series branches of parallel-reso-nant circuits are introduced for realizing the finite-frequency transmission zeros, since they block transmission by having infinite series impedance (open-circuit) at resonance. For this form of the elliptic function lowpass prototype [Figure3.11(a)], g i for odd i(i= 1, 3, ···) represent the capacitance of a shunt capacitor,g i for even i(i= 2, 4, ···) represent the inductance of an inductor, and the primed gЈi for even i(i= 2, 4, ···) are the capacitance of a capacitor in a series branch of parallel-resonant circuit. For the dual realization form in Figure 3.11(b), the shunt branches of series-resonant circuits are used for implementing the finite-frequen-cy transmission zeros, since they short out transmission at resonance. In this case, referring to Figure 3.11(b), g i for odd i(i= 1, 3, ···) are the inductance of a series inductor, g i for even i(i= 2, 4, ···) are the capacitance of a capacitor, and primed gЈi for even i(i= 2, 4, ···) indicate the inductance of an inductor in a shunt branch of series-resonant circuit. Again, either form may be used, because both give the same response.FIGURE 3.11Lowpass prototype filters for elliptic function filters with (a) series parallel-resonant branches, (b) its dual with shunt series-resonant branches.Unlike the Butterworth and Chebyshev lowpass prototype filters, there is no sim-ple formula available for determining element values of the elliptic function low-pass prototype filters. Table 3.3 tabulates some useful design data for equally termi-nated (g0= g n+1= 1) two-port elliptic function lowpass prototype filters shown in Figure 3.11. These element values are given for a passband ripple L Ar= 0.1 dB, a cutoff ⍀c= 1, and various ⍀s, which is the equal-ripple stopband starting frequency, referring to Figure 3.5. Also, listed beside this frequency parameter is the minimumstopband insertion loss L As in dB. A smaller ⍀s implies a higher selectivity of thefilter at the cost of reducing stopband rejection, as can be seen from Table 3.3. Moreextensive tables of elliptic function filters are available in literature such as [9] and[11].The degree for an elliptic function lowpass prototype to meet a given specifica-tion may be found from the transfer function or design tables such as Table 3.3. Forinstance, considering the same example as used above for the Butterworth andChebyshev prototype, i.e., L AsՆ40 dB at ⍀s= 2 and the passband ripple L Ar= 0.1 dB, we can determine immediately n= 5 by inspecting the design data, i.e., ⍀s andL As listed in Table 3.3. This also shows that the elliptic function design is superior toboth the Butterworth and Chebyshev designs for this type of specification.3.2.4Gaussian Lowpass Prototype FiltersThe filter networks shown in Figure 3.10 can also serve as the Gaussian lowpassprototype filters, since the Gaussian filters are all-pole filters, as the Butterworth orChebyshev filters are. The element values of the Gaussian prototype filters are nor-mally obtained by network synthesis [3–4]. For convenience, some element values,which are most commonly used for design of this type filter, are listed in Table 3.4,together with two useful design parameters. The first one is the value of ⍀, denotedby ⍀1%, for which the group delay has fallen off by 1% from its value at ⍀= 0.Along with this parameter is the insertion loss at ⍀1%, denoted by L⍀1%in dB. Notlisted in the table is that for the n= 1 Gaussian lowpass prototype, which is actuallyidentical to the first-order Butterworth lowpass prototype given in Table 3.1.It can be observed from the tabulated element values that even with the equal ter-minations (g0= g n+1= 1), the Gaussian filters (nՆ2) are asymmetrical in theirstructures. It is noteworthy that the higher order (nՆ5) Gaussian filters extend theflat group delay property into the frequency range where the insertion loss has ex-ceeded 3 dB. If we define a 3 dB bandwidth as the passband and require that thegroup delay is flat within 1% over the passband, the 5 pole (n= 5) Gaussian proto-type would be the best choice for the design, with the minimum number of ele-ments. This is because the 4 pole Gaussian prototype filter only covers 91% of the 3dB bandwidth within 1% group delay flatness.3.2.5All-Pass, Lowpass Prototype FiltersThe basic network unit for realizing all-pass, lowpass prototype filters is a lattice structure, as shown in Figure 3.12(a ), where there is a conventional abbreviated rep-resentation on the right. This lattice is not only symmetric with respect to the two ports, but also balanced with respect to ground. By inspection, the normalized two-port Z -parameters of the network arez 11= z 22= ᎏz b +2z aᎏ(3.31)z 12= z 21= ᎏz b –2z aᎏwhich are readily converted to the scattering parameters, as described in Chapter 2.FIGURE 3.12Lowpass prototype filters for all-pass filters: (a) basic network unit in a lattice structure;(b) the network elements for C-type, all-pass, lowpass prototype; (c) the network elements for D-type,all-pass, lowpass prototype.For a single-section, C-type, all-pass, lowpass prototype, the network elements,as indicated in Figure 3.12(b ), arez a = j ⍀L a = j ⍀g 1z b = = (3.32)g 1= where k > 0 is the design parameter that will control the group delay characteris-tics, as shown in Figure 3.8. Since a C-type section is the first-order all-pass net-work, there is actually only one lowpass prototype element g 1, which will represent either the inductance of an inductor in a series arm or the capacitance of a capacitor in a cross arm.The network elements for a single section D-type, all-pass, lowpass prototype, as shown in Figure 3.12(c ), are given byz a = j ⍀L a + ᎏj ⍀1C a ᎏ,ᎏz 1b ᎏ= j ⍀C b + ᎏj ⍀1L b ᎏ(3.33)L a = C b = g 1= ᎏ21iᎏ,C a = L b = g 2= ᎏi22+⍀i i 2ᎏwhere i > 0 and ⍀i > 0 are the two design parameters that will shape the group de-lay response, as illustrated in Figure 3.9. Since a D-type section is the second-orderall-pass network, there are actually two lowpass prototype elements, namely g 1and g 2, which will represent both the inductance of an inductor and the capacitance of a capacitor, depending on the locations of these reactive elements, as indicated in Fig-ure 3.12(c ).Higher-order all-pass prototype filters can be constructed by a chain connection of several C-type and D-type sections. The composite delay curves are then built up by adding their individual delay contributions to obtain the overall delay character-istics.3.3FREQUENCY AND ELEMENT TRANSFORMATIONSSo far, we have only considered the lowpass prototype filters, which have a normal-ized source resistance/conductance g 0= 1 and a cutoff frequency ⍀c = 1. To obtain frequency characteristics and element values for practical filters based on the low-pass prototype, one may apply frequency and element transformations, which will be addressed in this section.The frequency transformation, which is also referred to as frequency mapping, is1ᎏk1ᎏj ⍀g 11ᎏj ⍀C aL = ᎏ⍀c c ᎏ␥0g for g representing the inductance (3.38)C = ᎏ⍀c c ᎏᎏ␥g 0ᎏfor g representing the capacitance which is shown in Figure 3.13(a ). To demonstrate the use of the element transfor-mation, let us consider design of a practical lowpass filter with a cutoff frequency f c = 2 GHz and a source impedance Z 0= 50 ohms. A 3-pole Butterworth lowpass pro-totype with the structure of Figure 3.10(b ) is chosen for this example, which gives g 0= g 4= 1.0 mhos, g 1= g 3= 1.0 H, and g 2= 2.0 F for ⍀c = 1.0 rad/s, from Table3.1. The impedance scaling factor is ␥0= 50, according to (3.34). The angular cutoff frequency c = 2× 2 × 109rad/s. Applying (3.38), we find L 1= L 3= 3.979 nH and C 2= 3.183 pF . The resultant lowpass filter is illustrated in Figure 3.13(b ).50BASIC CONCEPTS AND THEORIES OF FILTERSFIGURE 3.13Lowpass prototype to lowpass transformation: (a) basic element transformation, (b) a practical lowpass filter based on the transformation.(b )ᎏ⍀cc ᎏ␥0g (a )3.3.2Highpass TransformationFor highpass filters with a cutoff frequency c in the -axis, the frequency transfor-mation is⍀= –(3.39)Applying this frequency transformation to a reactive element g in the lowpass pro-totype leads toj ⍀g ǞIt is then obvious that an inductive/capacitive element in the lowpass prototype will be inversely transformed to a capacitive/inductive element in the highpass filter.With impedance scaling, the element transformation is given byC = ᎏc 1⍀c ᎏᎏ␥10gᎏfor g representing the inductance (3.40)L = ᎏc 1⍀c ᎏᎏ␥g 0ᎏfor g representing the capacitance This type of element transformation is shown in Figure 3.14(a ). Figure 3.14(b )demonstrates a practical highpass filter with a cutoff frequency at 2GHz and 50-ohms terminals, which is obtained from the transformation of the 3 pole Butter-worth lowpass prototype given above.3.3.3Bandpass TransformationAssume that a lowpass prototype response is to be transformed to a bandpass re-sponse having a passband 2– 1, where 1and 2indicate the passband-edge an-gular frequency. The required frequency transformation is⍀= – (3.41a)withFBW = ᎏ2–01ᎏ(3.41b)0= ͙ෆ1ෆ2ෆwhere 0denotes the center angular frequency and FBW is defined as the fractional bandwidth. If we apply this frequency transformation to a reactive element g of the lowpass prototype, we have0ᎏᎏ0⍀c ᎏFBW c ⍀c g ᎏj c ⍀c ᎏ3.3FREQUENCY AND ELEMENT TRANSFORMATIONS 51j ⍀g Ǟj + which implies that an inductive/capacitive element g in the lowpass prototype will transform to a series/parallel LC resonant circuit in the bandpass filter. The ele-ments for the series LC resonator in the bandpass filter areL s = ᎏFB ⍀W c 0ᎏ␥0g for g representing the inductance(3.42a)C s = ᎏFB 0⍀W c ᎏᎏ␥10g ᎏwhere the impedance scaling has been taken into account as well. Similarly, the ele-ments for the parallel LC resonator in the bandpass filter are⍀c 0g ᎏFBW1ᎏj ⍀c g ᎏFBW 052BASIC CONCEPTS AND THEORIES OF FILTERSFIGURE 3.14Lowpass prototype to highpass transformation: (a) basic element transformation, (b) a practical highpass filter based on the transformation.(a )(b )。