case study (unit 1-4)
Unit1-4课文句子背诵清单-高中英语牛津译林版(2020)
必修一课文句子背诵Unit 11.今天是新学期的开始，是三年征程的开始，是美好未来的开始。
Today is the start of a new term, the start of a three-year journey and the start of a promising future.2.我迫不及待地要向你们描述一下高中生活是什么样子的。
I can’t wait to describe to you what senior high school life is like.3.你们面前的道路将通向一个充满挑战的世界The path before you leads to a world full of challenges.4.当你们迎接挑战时，你们将有机会获得丰富的知识和享受个人成长。
When you rise to the challenges, you will have the opportunity to acquire great knowledge and enjoy personal growth.5.最重要的是，你们在高中付出的时光和努力将打开你们的潜能之门。
Most importantly, your time and effort at senior high school will open the door to your potential.6.可能性是无限的，我相信你们有能力对你们的家庭、你们的社区和我们的国家产生影响。
The possibilities are endless, and I have confidence in your ability to make a difference to your family, to your community and to our country.7.为了充分发挥你们的潜能，充分利用学校的资源是很重要的。
外贸英语函电Unit10Insurance
风险 Risks
损失 Losses
海上损失
其他损失
全部损失 Total Loss
实际全损Actual Total Loss
推定全损 Constructive Total Loss
部分损失 Partial Loss
共同海损General Average
单独海损Particular Average
Perils of the sea
heavy weather, lightening, earthquake, volcanic eruption and so on.
natural calamities:
fire, explosion, vessel being stranded, grounded, sunk or capsized, collision or contact of vessel with any external object other than water
Coverage
Free from Particular Average (F.P.A) With Particular Average or With Average (W.P.A or W.A) All Risks
basic risks
general additional risks special additional risk
Insurance Policy (保险单,俗称大保单) Insurance Certificate (保险凭证，俗称小保单） Open Policy /Open Cover (预约保险单/总保险单)
2.Particular average: It means partial loss or damage accidentally caused to the ship or to a particular lot of goods. Particular average is not a total loss. It must be borne by the owner of the property suffering the loss, it is distinct from general average, which is shared by all who have a financial interest in the voyage and its risks in proportion to the value of their interests.
跨文化交际 情景case study
Case 1 (Page 23) This case took place in 3 cultures. There seemed to be problems in communicating with people of different cultures in spite of the efforts to achieve understnading.1) In Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard’s mistake might be that he choseto praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host or hostess it was as if he had attended an art exhibit and complimented the artist by saying, “What beautiful frames your pictures are in!”2) In Japan the situation may be more complicated. Japanese people value order and harmony among a group, and that the group is valued more than any particular member. In contrast, Americans stress individuality and are apt to assert individual differences when they seem justifiably to be in conflict with the goals or values of the group. In this case, Richard’s mistake was making great efforts to defend himself even if the error is notintentiona. A simple apology and acceptance of the blame would have been appropriate 3)When it comes to England, w expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the valuess expressed in thi s gesture: for Americans, “Help yourself”; for the English counterpart, “Be my guest.”American and English people equally enjoy entertaining and being entertained, but they differ in the value of the distinction. Typically, the ideal guest at an American party is obe who “makeshimself at home”. For the English host, such guest behavior is presumptuous or rude.Case4 (Page 25)It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendship are warm, but casual and specialized. For example, you have a neighbor who drops by in the morning for coffee. Y ou see her frequently, but you never invite her for dinner------not because you don’t think she could handle a fork and a knife, but becau se you have seen her that morning.Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reserve this------see the second friend in the mornings for informal coffee meetings, and invite the first one more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends rapidly, and they don’t feel like it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances, people from many other cultures would be hurt very deeply.Unit 2 Case 5 (Page 60)Analysis: The Chinese guide should refuse the first offer because he is obeying the Chinese rules for communication. We Chinese are modest, polite and well-behaved. Maybe the guide is waiting for a second or third offer of beer, but he doesn’t know the reasons behind the rule in American culture that you do not push alcoholic beverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason, you do not insist on offering alcohol. So they politely never made a second offer of beer to the guide.Case 8 (Page 62)When the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Chritmas in the American way, for she wanted very much to appear the same as other American girls. She did not like to see her boyfriend disappointed at the “shabby”Chinese Christmas. That’s why she cried when she found out her pare nts had invited the minister’s family over for the Christmas Eve dinner.She thought the menu for the Chritmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the food chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shame just because one ’ s culture is different from others ’ . As Amy’ s mother told her, you must be proud to be different, and your only shame is to have shame.Unit 3她们的小孩子在公园一起玩Judy and Carmen are not real friends. They don’ t want to get together, really. They once met each other a month ago. Americans sometimes make general invitation like “ Let ’ s get together sometimes.” Often this is just a way to be friendly. It is not always a real invitation. If they ’ d l ike to set a specific (exact) time, that means a real offer.Case 9 (Page 96)Traditional Japanese respect their elders and feel a deep sense of duty toward them. The elders in traditional Japanese families are typically overpowered. So the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture challenging or disagreeing with elder’ s opinions would be deemed as being disrespectful. That is why the young chairman said nothing but just nodded and agreed with his grandfather. And it results in the Japanese company’s withdrawal from the negotiations concerning a relationship with Phil’ s company a week later.Case 10 (Page 97)In Japan, a company is very much like a big family, in which the manager will take care of the employees and the employees are expected to cevote themselves to the development of the company and, if it is necessary , to sacrifice their own interests for the interests of the company. But to the French, a company is just a loosely-knit social organization wherein individuals are supposed to take care of themselves and their families. And the family is the number one priority, which is unlike the Japanese model “not involving females and the right to decide by dominant male” . Case 11 (Page 97)In most cultures, an apology is needed when an offence or violation of social norms has taken place. Too many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, the attitude of the Australian student’s parents is shocking the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.。
unit 5-body language 1(yyn) 跨文化交际复习指导资料
Comment (case 3) :
This is a typical cultural clash between Chinese and Westerners. There is a great difference in the concept of appointment and its behavior pattern in different cultures.
2. Case Study-1
• Please analysize Case 7 A Misunderstanding of Seating Culture in your textbooks on page 91 and answer the question.
• Question for discussion • Is it possible to identify a person by his / her
2. What cultures belong to these systems?
Tnt /thing at a time
M-Time
Punctuality and promptness
Several activities / things at the same time
timely in time in good time at the stated time perfect timing at the appointed time
4. Practice
Your are invited to a cocktail party tonight at 7:00. When are you supposed to get there? Why?
A. 6: 45 B. 7:00 C. 7:15 D. 7:30 or 8:00
《商务英语综合教程》 Unit (3)
● A company decides the
of employees they are looking
to hire and the
they require of these employees.
● The company tries to reach a pool of candidates through
1. candidate A. an elaborate and systematic plan of action
2. recruitment
B. any distinct time period in a sequence of events
3. strategy
C. someone who is considered for something (for an office or prize or honor, etc.)
◆ Additional Reading E. Highlights Vocabulary Suggested Answers
Teaching Objectives
• 1. to learn positions in organizations and their corresponding qualities required;
● Using LinkedIn
●
● Interview Process
●
Matching
Please match the vocabulary on column A with the corresponding English meanings on column B.
Column A
Column B
• 2. to learn the types and steps of recruiting and hiring;
case study
Case Study1.Definition：(1)A case study research method is an empirical inquiry that investigates a contemporary phenomenon within its real-life context (Robert K. Yin,1984).(2) A case study is an intensive analysis of an individual unit (e.g., a person, group, or event) stressing developmental factors in relation to context (Flyvbjerg B,2011).Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves.A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.Overview：Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. L ikewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.Unlike more statistically-based studies which search for quantifiable data, thegoal of a case study is to offer new variables and questions for further research.F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study "on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).2. Types：Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:1). Illustrative Case StudiesThese are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.2).Exploratory (or pilot) Case StudiesThese are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.3).Cumulative Case StudiesThese serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.4).Critical Instance Case StudiesThese examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.Identifying a Theoretical PerspectiveMuch of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers aretypically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:Individual TheoriesThese focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject. Organizational TheoriesThese focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.Social TheoriesThese focus on urban development, group behavior, cultural institutions, or marketplace functions.3.Designing a Case Study：After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:∙What questions to study∙What data are relevant∙What data to collect∙How to analyze that dataIn other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:1. A study's questions.2. A study's propositions (if any).3. A study's units of analysis.4.The logic linking of the data to the propositions.5.The criteria for interpreting the findings.In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.4. Conducting Case StudiesTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.∙Single or Multi-modal approachTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews, protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method, and it was, at least according to some researchers, an unreliable method at that.∙Participant SelectionCase studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-classsuburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.Data CollectionThere are six types of data collected in case studies:1.Documents.2.Archival records.3.Interviews.4.Direct observation.5.Participant observation.6.Artifacts.In the field of composition research, these six sources might be:1. A writer's drafts.2.School records of student writers.3.Transcripts of interviews with a writer.4.Transcripts of conversations between writers (and protocols).5.Videotapes and notes from direct field observations.6.Hard copies of a writer's work on computer.Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or anycombination of these sources.Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.Data AnalysisAs the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in thestudy. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:1.The role of participants.2.The network analysis of formal and informal exchanges among groups.3.Historical.4.Thematical.5.Resources.6.Ritual and symbolism.7.Critical incidents that challenge or reinforce fundamental beliefs, practices,and values.There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.Composing the ReportIn the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of datacollection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:1.Prepare specialized condensations for appropriate groups.2.Replace narrative sections with a series of answers to open-ended questions.3.Present "skimmer's" summaries at beginning of each section.4.Incorporate headlines that encapsulate information from text.5.Prepare analytic summaries with supporting data appendixes.6.Present data in colorful and/or unique graphic representations.5.Strengths and Weaknesses：FlexibilityThe case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.Emphasis on ContextBy seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.Inherent Subjectivity"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.High InvestmentCase studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.Ethical ConsiderationsResearchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study. The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.6. Concerns about V alidity, Reliability, and GeneralizabilityMerriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:Steps to Improve Validity and Reliability∙Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concreteinformation upon which to formulate interpretations.∙Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example ofsuch a data check would be what McClintock, Brannon, and Maynard (1985)refer to as a "case cluster method," that is, when a single unit within a largercase is randomly sampled, and that data treated quantitatively." For instance,in Emig's (1971) study, the case cluster method was employed, singling outthe productivity of a single student named Lynn. This cluster profile includedan advanced case history of the subject, specific examination and analysis ofindividual compositions and protocols, and extensive interview sessions. Theseven remaining students were then compared with the case of Lynn, toascertain if there are any shared, or unique dimensions to the composingprocess engaged in by these eight students.∙Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided thedata. In other words, talk to your subjects.∙Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971)supports her initial propositions with historical accounts by writers such as T.S.Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples oftheoretical research done with regards to the creative process, as well asexamples of empirical research dealing with the writing of adolescents.Specific attention is then given to the four stages description of the composingprocess delineated by Helmoltz, Wallas, and Cowley, as it serves as the focalpoint in this study.∙Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validitythrough pooled judgment.。
国际经济学第九版英文课后答案 第二单元
CHAPTER 2*(Core Chapter)THE LAW OF COMPARATIVE ADVANTAGEOUTLINE2.1 Introduction2.2 The Mercantilists' Views on TradeCase Study 2-1: Munn's Mercantilistic Views on TradeCase Study 2-2: Mercantilism Is Alive and Well in the Twenty-first Century2.3 Trade Based on Absolute Advantage: Adam Smith2.3a Absolute Advantage2.3b Illustration of Absolute Advantage2.4 Trade Based on Comparative Advantage: David Ricardo2.4a The Law of Comparative Advantage2.4b The Gains from Trade2.4c Exception to the Law of Comparative Advantage2.4d Comparative Advantage with MoneyCase Study 2-3: The Petition of the Candlemaker2.5 Comparative Advantage with Opportunity Costs2.5a Comparative Advantage and the Labor Theory of Value2.5b The Opportunity Cost Theory2.5c The Production Possibility Frontier Under Constant Costs2.5d Opportunity Costs and Relative Commodity Prices2.6 The Basis and the Gains from Trade Under Constant Costs2.6a Illustration of the Gains from Trade2.6b Relative Commodity Prices with Trade2.7 Empirical Tests of the Ricardian ModelCase Study 2-4: Relative Unit Labor Costs and Relative Exports –United States and JapanAppendix: A2.1 Comparative Advantage with More than Two CommoditiesA2.2 Comparative Advantage with More than Two NationsKey TermsBasis for trade Labor theory of valueGains from trade Opportunity cost theoryPattern of trade Production possibility frontier Mercantilism Constant opportunity costAbsolute advantage Relative commodity pricesLaissez-faire Complete specializationLaw of comparative advantage Small country caseLecture Guide1.This is a long and crucial core chapter and may require four classes to cover aadequately. In the first lecture, I would present Sections 1, 2, and 3. These are short s sections and set the stage for the crucial law of comparative advantage.2.In the second lecture of Chapter 2, I would concentrate on Section 4 and carefullyexplain the law of comparative advantage using simple numerical examples as in the text. The crucial parts here are 4b (which explains the law) and 4d (which establishes the link between trade theory and international finance). I find that the numerical explanations before the graphical analysis really helps the student to truly understand the law. The simple lawyer-secretary example should also render the law more immediately relevant to the student. I would also assign Problems 1-6.3.In the third lecture, I would cover Sections 2.5 and 2.6a. I would pay particularattention to Sections 2.5c, 2.5d, and 2.6, which are the heart of the chapter.4.In the fourth lecture, I would cover the remainder of the chapter. The crucial sectionhere is 2.6b and the most difficult concept to explain is the shape of the combined supply curve for wheat and cloth. The appendixes could be made optional for the more enterprising students in the class. I would also assign Problems 7-13. Answer to Problems1.In case A, the United States has an absolute advantage in wheat and the UnitedKingdom in cloth.In case B, the United States has an absolute advantage (so that the United Kingdom has an absolute disadvantage) in both commodities.In case C, the United States has an absolute advantage in wheat but has neither an absolute advantage nor disadvantage in cloth.In case D, the United States has an absolute advantage over the United Kingdom in both commodities.2.In case A, the United States has a comparative advantage in wheat and the UnitedKingdom in cloth.In case B, the United States has a comparative advantage in wheat and the United Kingdom in cloth.In case C, the United States has a comparative advantage in wheat and the United Kingdom in cloth.In case D, the United States and the United Kingdom have a comparative advantage in neither commodities.3.In case A, trade is possible based on absolute advantage.In case B, trade is possible based on comparative advantage.In case C, trade is possible based on comparative advantage.In case D, no trade is possible because the absolute advantage that the United States has over the United Kingdom is the same in both commodities.4. a) The United States gains 1C.b) The United Kingdom gains 4C.c) 3C < 4W < 8C.d) The United States would gain 3C while the United Kingdom would gain 2C.5)a) The cost in terms of labor content of producing wheat is 1/4 in the United States aand 1 in the United Kingdom, while the cost in terms of labor content ofproducing cloth is 1/3 in the United States and 1/2 in the United Kingdom.b) In the United States, Pw=$1.50 and Pc=$2.00.c) In the United Kingdom, Pw=£1.00 and Pc=£0.50.6)a) With the exchange rate of £1=$2, Pw=2.00 and Pc=$1.00 in the UnitedKingdom, so that the United States would be able to export wheat to the United Kingdom and the United Kingdom would be able to export cloth to the United States.b) With the exchange rate of £1=$4, Pw=$4.00 and Pc=$2.00 in the UnitedKingdom, so that the United States would be able to export wheat to the UnitedKingdom, but the United Kingdom would be unable to export any cloth to theUnited States.c) With £1=$1, Pw=$1.00 and Pc=$0.50 in the United Kingdom, so that the UnitedKingdom would be able to export both commodities to the United States.d) $1.50 < £1.00 < $4.00.7. a) See Figure 1.b) In the United States Pw/Pc=3/4, while in the United Kingdom, Pw/Pc=2.c) In the United States Pc/Pw=4/3, while in the United Kingdom Pc/Pw=1/2.8. See Figure 2.The autarky points are A and A' in the United States and the United Kingdom, respectively. The points of production with trade are B and B' in the United States and the United Kingdom, respectively. The points of consumption are E and E' in the United States and the United Kingdom, respectively. The gains from trade are shown by E > A for the U.S. and E' > A' for the U.K.9. a) If D W(US+UK)shifted up in Figure 2.3, the equilibrium relative commodity priceof wheat would also rise by 1/3 to P W/P C=4/3. Since the higher D W(US+UK)would still intersect the vertical portion of the S W(US+UK)curve, the United States would continue to specialize completely in the production of wheat and produce 180W, while the United kingdom would continue to specialize completely in the production of cloth and produce 120C.b) Since the equilibrium relative commodity price of cloth is the inverse of therelative commodity price of wheat, if the latter rises to 4/3, then the former falls to ¾.. This means that D C(UK+US) shifts down by 1/3 in the right panel of Figure 2.3.10.If D W(US+UK)intersected S W(US+UK)at P W/P C=2/3 and 120W in the left panel ofFigure 2.3, this would mean that the United States would not be specializing completely in the production of wheat.The United Kingdom, on the other hand, would be specializing completely in the production of cloth and exchanging 20C for 30W with the United States. Since the United Kingdom trades at U.S. the pre-trade relative commodity price of P W/P C=2/3 in the United States, the United Kingdom receives all of the gains from trade.11. See Figure 3 on page 15 and the discussion in the last paragraph of Section 2.6b inthe text.12. a) The Ricardian model was tested empirically by showing the positive correlationbetween relative productivities and the ratio of U.S.to U.K. exports to third countries and by the negative correlation between relative unit labor costs and relative exportsb) The Ricardian trade model was confirmed by the positive relationship foundbetween the relative labor productivity and the ratio of U.S. to U.K. exports to third countries, as well as by the negative relationship between relative unit labor costs and relative exports.c) Even though the Ricardian model was more or less empirically confirmed westill need other models because the former assumes rather than explains comparative advantage (i.e, it does not explain the reason for the different labor productivities in different nations) and cannot say much regarding the effect of international trade on the earnings of factors of production.d) The United States has a comparative disadvantage in the production of textiles.Restricting textile imports would keep U.S. workers from eventually moving into industries in which the United States has a comparative advantage and in which wages are higher.Answer to Problem in Appendix 2The numbers in the following table refer to the cost or price of commodities X, Y, and Z in nations A, B, and C in terms of the same currency. Thus, nation A exports commodity X to nations B and C; nation B exports commodity Y to nations A and C; nation C exports commodity Z to nations A and B.Multiple-Choice Questions1. The Mercantilists did not advocate:*a.free tradeb. stimulating the nation's exportsc. restricting the nations' importsd. the accumulation of gold by the nation2. According to Adam Smith, international trade was based on:*a. absolute advantageb. comparative advantagec. both absolute and comparative advantaged. neither absolute nor comparative advantage3. What proportion of international trade is based on absolute advantage?a. Allb. most*c. somed. none4. The commodity in which the nation has the smallest absolute disadvantage is the commodity of its:a. absolute disadvantageb. absolute advantagec. comparative disadvantage*d. comparative advantage5. If in a two-nation (A and B), two-commodity (X and Y) world, it is established that nation A has a comparative advantage in commodity X, then nation B must have:a. an absolute advantage in commodity Yb. an absolute disadvantage in commodity Yc. a comparative disadvantage in commodity Y*d. a comparative advantage in commodity Y6. If with one hour of labor time nation A can produce either 3X or 3Y while nation B can produce either 1X or 3Y (and labor is the only input):a. nation A has a comparative disadvantage in commodity Xb. nation B has a comparative disadvantage in commodity Y*c. nation A has a comparative advantage in commodity Xd. nation A has a comparative advantage in neither commodity7. With reference to the statement in Question 6:a Px/Py=1 in nation Ab. Px/Py=3 in nation Bc. Py/Px=1/3 in nation B*d. all of the above8. With reference to the statement in Question 6, if 3X is exchanged for 3Y:a. nation A gains 2X*b. nation B gains 6Yc. nation A gains 3Yd. nation B gains 3Y9. With reference to the statement of Question 6, the range of mutually beneficial trade between nation A and B is:a 3Y < 3X < 5Yb. 5Y < 3X < 9Y*c 3Y < 3X < 9Yd. 1Y < 3X < 3Y10. If domestically 3X=3Y in nation A, while 1X=1Y domestically in nation B:a. there will be no trade between the two nationsb. the relative price of X is the same in both nationsc. the relative price of Y is the same in both nations*d. all of the above11. Ricardo explained the law of comparative advantage on the basis of:*a. the labor theory of valueb. the opportunity cost theoryc. the law of diminishing returnsd. all of the above12. Which of the following statements is true?a. The combined demand for each commodity by the two nations is negatively slopedb. the combined supply for each commodity by the two nations is rising stepwisec. the equilibrium relative commodity price for each commodity with trade is given by the intersection of the demand and supply of each commodity by the two nations *d. all of the above13. A difference in relative commodity prices between two nations can be based upon a difference in:a. factor endowmentsb. technologyc. tastes*d. all of the above14. In the trade between a small and a large nation:a. the large nation is likely to receive all of the gains from trade*b. the small nation is likely to receive all of the gains from tradec. the gains from trade are likely to be equally sharedd. we cannot say15. The Ricardian trade model has been empirically*a. verifiedb. rejectedc. not testedd. tested but the results were inconclusive。
新编剑桥商务英语Unit_4
Listening script
Speaker: Imagine you have a new product or a new service and you want the world to know about it. One way would be to write the advertisement onto ten or a hundred or a thousand pieces of paper and drop them from the sky over your town or city. Someone on the ground might pick one up and read it. Maybe two or three people. On the other hand the wind might blow them away. Now imagine doing the same thing but this time throwing them into the air with adverts for every other product or service in the world. You probably wouldn‟t do it, would you? Well, unfortunately, that;s what it‟s like to advertise on the Internet. Trying to make your product, service or website known to the rest of the Internet community can be very, very frustrating. Not only making it known, but getting visitors to actually visit the site can seem impossible. But there are ways to overcome the impossible when advertising on the Internet, as long as you follow three rules. So, rule number one, the first thing is to remember that people use search engines. So whenever someone types in a keyword linked to your business, your site needs to appear in the top 50 or so listings in all of the major search engines. Any lower and no one will ever find you.
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We should know that inEgyptas in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard’s mistake might be that he chose to praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimentedthe artist by saying, “What beautiful frames your pictures are in.”
Case 4
It might be simply a question of differentrhythms.Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm isfast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual,and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner---not because you don’t think she could handle a fork and a knife, but because you have seen her that morning. Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this---see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.
InJapanthe situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in conflict with the goals or values of the group. In this case: Richard’s mistake was in making great efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes.A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized woe subservient, unmanly.
Case 3
The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’trealize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).
Case Study
Case 1
In thiscase, there seemed to be problems in communicating with people of different cultures in spite of the efforts made to achieve understanding.
Case 2
A common cultural misunderstandingin classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preferenceof style with American culture in some situations, and that’s why the students fromMexicoreadily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the studenthasnot studied hard enough.