chapter I 3
伍德里奇计量经济学第六版答案Chapter-3
CHAPTER 3TEACHING NOTESFor undergraduates, I do not work through most of the derivations in this chapter, at least not in detail. Rather, I focus on interpreting the assumptions, which mostly concern the population. Other than random sampling, the only assumption that involves more than population considerations is the assumption about no perfect collinearity, where the possibility of perfect collinearity in the sample (even if it does not occur in the population) should be touched on. The more important issue is perfect collinearity in the population, but this is fairly easy to dispense with via examples. These come from my experiences with the kinds of model specification issues that beginners have trouble with.The comparison of simple and multiple regression estimates – based on the particular sample at hand, as opposed to their statistical properties – usually makes a strong impression. Sometimes I do not bother with the “partialling out” interpretation of multiple regression.As far as statistical properties, notice how I treat the problem of including an irrelevant variable: no separate derivation is needed, as the result follows form Theorem 3.1.I do like to derive the omitted variable bias in the simple case. This is not much more difficult than showing unbiasedness of OLS in the simple regression case under the first four Gauss-Markov assumptions. It is important to get the students thinking about this problem early on, and before too many additional (unnecessary) assumptions have been introduced.I have intentionally kept the discussion of multicollinearity to a minimum. This partly indicates my bias, but it also reflects reality. It is, of course, very important for students to understand the potential consequences of having highly correlated independent variables. But this is often beyond our control, except that we can ask less of our multiple regression analysis. If two or more explanatory variables are highly correlated in the sample, we should not expect to precisely estimate their ceteris paribus effects in the population.I find extensive t reatments of multicollinearity, where one “tests” or somehow “solves” the multicollinearity problem, to be misleading, at best. Even the organization of some texts gives the impression that imperfect collinearity is somehow a violation of the Gauss-Markov assumptions. In fact, they include multicollinearity in a chapter or part of the book devoted to “violation of the basic assumptions,” or something like that. I have noticed that master’s students who have had some undergraduate econometrics are often confused on the multicollinearity issue. It is very important that students not confuse multicollinearity among the included explanatory variables in a regression model with the bias caused by omitting an important variable.I do not prove the Gauss-Markov theorem. Instead, I emphasize its implications. Sometimes, and certainly for advanced beginners, I put a special case of Problem 3.12 on a midterm exam, where I make a particular choice for the function g(x). Rather than have the students directly comparethe variances, they should appeal to the Gauss-Markov theorem for the superiority of OLS over any other linear, unbiased estimator.SOLUTIONS TO PROBLEMS3.1 (i) hsperc is defined so that the smaller it is, the lower the student’s standing in high school . Everything else equal, the worse the student’s standing in high school, the lower is his/her expected college GPA.(ii) Just plug these values into the equation:colgpa = 1.392 - .0135(20) + .00148(1050) = 2.676.(iii) The difference between A and B is simply 140 times the coefficient on sat , because hsperc is the same for both students. So A is predicted to have a score .00148(140) ≈ .207 higher.(iv) With hsperc fixed, colgpa ∆ = .00148∆sat . Now, we want to find ∆sat such that colgpa ∆ = .5, so .5 = .00148(∆sat ) or ∆sat = .5/(.00148) ≈ 338. Perhaps not surprisingly, a large ceteris paribus difference in SAT score – almost two and one-half standard deviations – is needed to obtain a predicted difference in college GPA or a half a point.3.2 (i) Yes. Because of budget constraints, it makes sense that, the more siblings there are in a family, the less education any one child in the family has. To find the increase in the number of siblings that reduces predicted education by one year, we solve 1 = .094(∆sibs ), so ∆sibs = 1/.094 ≈ 10.6.(ii) Holding sibs and feduc fixed, one more year of mother’s education implies .131 years more of predicted education. So if a mother has four more years of education, her son is predicted to have about a half a year (.524) more years of education.(iii) Since the number of siblings is the same, but meduc and feduc are both different, the coefficients on meduc and feduc both need to be accounted for. The predicted difference in education between B and A is .131(4) + .210(4) = 1.364.3.3 (i) If adults trade off sleep for work, more work implies less sleep (other things equal), so 1β < 0.(ii) The signs of 2β and 3β are not obvious, at least to me. One could argue that more educated people like to get more out of life, and so, other things equal, they sleep less (2β < 0). The relationship between sleeping and age is more complicated than this model suggests, and economists are not in the best position to judge such things.(iii) Since totwrk is in minutes, we must convert five hours into minutes: ∆totwrk = 5(60) = 300. Then sleep is predicted to fall by .148(300) = 44.4 minutes. For a week, 45 minutes less sleep is not an overwhelming change.(iv) More education implies less predicted time sleeping, but the effect is quite small. If we assume the difference between college and high school is four years, the college graduate sleeps about 45 minutes less per week, other things equal.(v) Not surprisingly, the three explanatory variables explain only about 11.3% of the variation in sleep . One important factor in the error term is general health. Another is marital status, and whether the person has children. Health (however we measure that), marital status, and number and ages of children would generally be correlated with totwrk . (For example, less healthy people would tend to work less.)3.4 (i) A larger rank for a law school means that the school has less prestige; this lowers starting salaries. For example, a rank of 100 means there are 99 schools thought to be better.(ii) 1β > 0, 2β > 0. Both LSAT and GPA are measures of the quality of the entering class. No matter where better students attend law school, we expect them to earn more, on average. 3β, 4β > 0. The number of volumes in the law library and the tuition cost are both measures of the school quality. (Cost is less obvious than library volumes, but should reflect quality of the faculty, physical plant, and so on.)(iii) This is just the coefficient on GPA , multiplied by 100: 24.8%.(iv) This is an elasticity: a one percent increase in library volumes implies a .095% increase in predicted median starting salary, other things equal.(v) It is definitely better to attend a law school with a lower rank. If law school A has a ranking 20 less than law school B, the predicted difference in starting salary is 100(.0033)(20) =6.6% higher for law school A.3.5 (i) No. By definition, study + sleep + work + leisure = 168. Therefore, if we change study , we must change at least one of the other categories so that the sum is still 168.(ii) From part (i), we can write, say, study as a perfect linear function of the otherindependent variables: study = 168 - sleep - work - leisure . This holds for every observation, so MLR.3 violated.(iii) Simply drop one of the independent variables, say leisure :GPA = 0β + 1βstudy + 2βsleep + 3βwork + u .。
chapter3上课课件
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Read the pragraph 4 carefully, and you can find the answer: Why did they argue? Beacuse______ stole ______'s purse.
some details about two people
people A Age about 20 Height quite tall and thin Clothes whiteT-shirt with red
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people B about 17 rather short and thin blue shirt;redshorts black hat
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caught(抓住)the man. I thought my father was a __k_i_n_d___ man. Write and tell me your news soon, Helen. Best wishes
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Read the paragraph1, and think about the following questions.
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战略管理竞争性和全球化
战略管理竞争性和全球化作者：XXX日期：2022年3月22日此文档格式为word，下载后可编辑修改。
Strategic ManagementCompetitiveness and globalization:Concepts & CasesThird EditionHitt, Ireland, HoskissonChapter I Strategic Management and Strategic CompetitivenessChapter 2 The External Environment Opportunities, Threats, IndustryCompetition and Competitor AnalysisChapter 3 The internal Environment: Resources, Capabilities and CoreCompetencies Chapter 4 Business-Level StrategyChapter 5 Competitive DynamicsChapter 6 Corporate Level StrategyChapter 7 Acquisitions and RestructuringChapter 8 International StrategyChapter 9 Cooperative StrategiesChapter 10 Corporate GovernanceChapter 11 Organizational Structure and ControlChapter 12 Strategic LeadershipChapter 13 Corporate Entrepreneurship and innovationCHAPTER 1STRA TEGY & STRA TEGIC COMPETITIVENESSLearning Objectives:1. Understand thel. Define strategic competitiveness, competitive advantage and above-average returns.2. Discuss the challenge of strategicmanagement.3. Describe the new competitive landscape and how it is being shaped by global and technological changes.4. Use theindustrial organization (I/O) model to explain bow firms can earn above-average returns.5. Use the resources based model to explain how firms can earn above average-returns.6. Describe strategic intent and strategicmission and discuss their value to the strategic management process.7. Define stakeholders and describe the three primary stakeholder groups' ability to influence organizations.8. Describe the work of strategists.9. Explain the strategic management process.Chapter Outlines1. Strategy and Strategic Management2.The Challenge of Strategic Management:●The global economy and globalization,●Technological change and diffusion,The information age and increasing knowledge intensity3. The I/O Model of Above-Average Returns4.The Resource-based Model of Above-Average Returns5.Strategic Intent and Strategic Mission6.Stakeholdersanizational Strategists8.Review QuestionsTeaching Focus: It may be very good to begin this lecture with a general comment thatChapter I provides an overview ofthe strategic management process. In this Chapter, theAuthors introduces a numberof terms and models that students will study in more detail in Chapters 2 through 13. Stress the importance of students paying careful attention to theconcepts introduced in this Chapter so that they are well grounded in the strategicmanagement concept before proceeding further.This Chapter's Opening Case discusses the changes taking place in the telecommunications industry and the effects of these changes on the industry's competitive landscape.Opening Case A New World Order in the Telecommunications industryThe Federal Communications Commission voted to allow foreign companies increased accessto the U.S. market.A World Trade Organization Agreement saw 69 countries agree to open theirTelecommunications markets.Countries of the European Union are deregulating their telecommunications markets andpreviously protected franchises are now open to foreign and domestic competition.Emerging markets such as China present significant opportunities to telecommunications firmsfrom around the world.The ability of firms to compete successfully in this new competitive landscape, will bedetermined by their abilities to marshal (meaning: control and organize) vast amounts of resources. As an example, in 1996, therequired investment in the global telecommunicationsinfrastructure was $ 160 billion, an amountthat seems small compared to the $ 1 trillion opportunity in China alone. And vast investmentsalso will be required to maintain competitive technological parity throughout Europe and Asia aswell as in the U.S.As implied by the Chapter title---strategic Management and Strategic Competitiveness---and illustrated by the discussion of changes taking place in the telecommunications industry, the primary purpose ofthe strategic management process is to enable firms to achieve strategic competitiveness and earn above-average returns. An in-depth discussion of international (global) strategies will be found in Chapter 8.Definitions:strategyStrategic competitiveness is achieved when a firm successfully formulates and implements a value-creating strategy. By implementing a value-creating strategy that current and potentialcompetitors are not simultaneously implementing and that competitors are unable to duplicate the benefits of, a firm achieves a sustained or sustainable competitive advantage.Above average returns represent returns that exceed returns that investors expect to earn from other investments with similar levels of risk (investor uncertainty about theeconomic gains or losses that will result from a particular investment). In other words, above average-returns exceed investors' expected levels of return for given levels of risk.. So long as a firm can sustain (or maintain) a competitive advantage, investors will earn above-average returns.Teaching suggestion: Point out that, in the long run, firms must earn at least average returnsand provide investors with average returns ifthey are to survive. If a firm earns belowaverage returns and provides investors with below-average returns, investors will withdraw their funds and place them in investments that earn at least average returns.Strategic Management Process is a framework that can assist firms in their quest for strategic competitiveness, it is the full set of commitments, decisions and actions required fora firm to systematically achieve strategic competitiveness and earn above-average returns-This process is illustrated in Figure 1-1 .The dynamic nature ofthe strategic management process is indicated by feedback linkages among the three primary elements: strategic inputs, strategic actions and strategic outcomes.Strategic inputs, in the form of information gained by scrutinizing the internal environment and scanning the external environment are used to develop the firm's strategic intent andstrategic mission.Strategic actions are guided by the firm’s strategic intent and strategic mission, and are represented by strategies that are formulated or developed and subsequently implemented or put into action.Strategic outcome is the result of a firm’s strate gy implemented. A desired strategic outcome---strategic competitiveness and above-average returns---result when a firm is able to successfully formulate and implement value-creating strategies that others are unable to duplicate.Feedback links the elements ofthe strategic management process together and helps firms continuously adjust or revise strategic inputs and strategic actions in order to achieve desired strategic outcomes.This Chapter also will discuss two approaches to the strategic management process. The first,the industrial organization model, suggests that the external environment should be considered asthe primary determinant of a firm's strategic actions. The second is the resource-based model, which perceives the firm’s resources and capabilities (the internalenvironment) as critical linksto strategic competitiveness. Following the discussion in this Chapter, as well as in Chapters 2and 3, students should see that these models must be integrated to achieve strategicCompetitiveness.THE CHALLENGE OF STRATEGIC MANAGEMENTAs noted in earlier comments, all firms--and managers--are challenged to achieve strategic competitiveness and earn above-average returns. And, the challenge can be formidable. A primary challenge facing managers today is the need to recognize--as illustrated by the comments on such firms as IBM, Union Pacific, Honda and The Limited--that the strategic management process and the striving for strategic competitiveness takes place in a dynamic global economy. As a result of this ongoing struggle, success today does not necessarily equate with success tomorrow.Honda has had to make major changes to survive in the global automobile market. In its attempt to make its flagship Accord more sporty, it found that the car was too small to satisfy the expectations and not sporty enough to satisfy Japanese buyers. As a result, it has designed the Accord around a ``world car'' design with alterations to meet different market expectations. Its U.S. Accord is now larger, the Japanese model is smaller and contains more ofthe high-technology features desired by Japanese buyers and a smaller European version has been introduced.TABLEI-1 Top Ten Wealth CreatorsAs shown in Table 1-1, Coca-Cola and General Electric continue to lead the least of wealth creators forthe second consecutive years they have created more wealth (measured by market value added) than other U.S. firms. However, The balance ofthe listing indicates the shifting nature of success for the other firms.Since 1992, Microsoft has improved from number 14 to number three on the list.Intel has leaped from number 74 in 1992 to the number four position in 1997.While the other changes in the list have not been as dramatic as those reported for Microsoft and Intel, students should recognize that the dynamics ofthe new competitive landscape have resulted in a shuffling ofpositions for the other firms on the list.The transient nature of strategic competitiveness is pointed out even more clearly when one Realize that only 2 of the 25 largest U.S. industrial corporations in 1900 remain competitive in the 1990s and that four members of 1997's top ten were not among the top ten in 1992.It also should be noted that firms in the global telecommunications industry--including AT&T, Nippon Telephone & Telegraph and WorldCom must be prepared to compete differently than they have in the past ifthey hope to achieve long-term strategic competitiveness. One key to success will be which firms' strategies will represent the best fit between the demands ofthe external environment and the resources and capabilities in their respective internal environments.THE NEW COMPETITIVE LANDSCAPEThis new competitive landscape can be described as one in which the fundamental nature of competition is changing in a number ofthe world's industries. And, the boundaries ofindustriesare becoming blurred and more difficult to define.Consider changes that have taken place in the entertainment and communications industries: Traditional broadcast networks--ABC, NBC and CBS--now must compete with cable networks such as ESPN, A&E, HBO and Showtime as well as with cable systems.Rupert Murdoch's News Corp. (owner ofthe Fox Network) formed a strategic alliance with Tele-Communications Inc (the largest U.S. cable system) to develop a venture that is intendedto control a global web of sports TV networks.Disney's 1996 purchase of Cap Cities/ABC has resulted in a media network that includes a broadcast network (ABC), a cable station (The Disney Channel) as well as motion picture production and distribution, newspapers, magazines and theme parks.Innovative companies such as AT&T, Sony and Microsoft have indicated that they areinterested in participating in this new entertainment-communications industry.The new competitive landscape thus implies that traditional sources of competitive advantage---economies of scale and large advertising budgets---may not as important in the future as they were in the past. The rapid and unpredictable technological change that characterizes this new competitive landscape implies that managers must adopt new ways of thinking. The new competitive mind set must value flexibility, speed, innovation and integration.A term often used to describe the new realities ofcompetition is hypercompetition, a conditionthat results from the dynamics of strategic moves and countermoves among innovative, global firms: a condition ofrapidly escalating competition that is based on price-quality positioning. battles to achieve first-mover advantage and battles to protect or to invade established product or geographic markets (that will be discussed in more detail in Chapter 5).Teaching suggestion; Two primary drivers ofthe new competitive landscape are illustrated in Figure 1-2The New Competitive Landscape1. Technology and technological change●Technology is changing rapidlyTechnology diffuses rapidly, not only across company boundaries but also across national borders.Information technology is changing both rapidly and dramatically.●Knowledge is becoming increasingly important2. The global economyPeople, goods, services and ideas move freely across geographic bordersSignificant opportunities emerge in multiple global marketsMarkets and industries are becoming more internalizedThe Global EconomyA global economy is one in which goods, services, people, skills and ideas move freely across geographic borders.Also, globalization is referred to as the shift toward a more integrated and interdependent world economy. Globalization has two main components: the globalization of markets and the globalization of production.The Globalization of MarketsThe globalization of markets refers to the merging of historically distinct and separate national markets into one huge global marketplace.The tastes and preferences of consumers in different nations are beginning to converge on some global norm, thereby helping to create a global market. The global acceptance of consumer products such as Citicorp credit cards, Coca-Cola, Levi's jeans, Sony Walkmans, Nintendo game players, and McDonald's hamburgers are all frequently held up as prototypical examples of this trend.The expansion of some huge firms creates a global market. Firms such as Citicorp, Coca-Cola, McDonald's, and Levi Strauss are more than just benefactors of this trend; they are also instrumental in facilitating it. By offering a standardized product worldwide, they are helping to create a global market.Markets for industrial goods and materials that serve a universal need the world over such as aluminum, oil, and wheat, the markets for industrial products such as microprocessors, DRAMs (computer memory chips), and commercial jet aircraft; and the markets for financial assets from US Treasury Bills to eurobonds and futures have become global markets. Markets for consumer products are still often to act as a brake on globalization because of the national differences in tastes and preferences.diversity is replaced by greater uniformity, because s ome firms, especially some multinational companies bring with them many of the assets that have served them well in other national markets--including their products, operating strategies, marketing strategies, and brand names-creating a certain degree of homogeneity across markets. Thus, diversity is replaced by greater uniformity.As rivals follow rivals around the world, these multinational enterprises emerge as an important driver of the convergence of different national markets into a single, and increasingly homogenous, global marketplace.Due to such developments, in an increasing number of industries it is no longer meaningful to talk about "the German market," "the American market," "the Brazilian market," or "the Japanese market"; for many firms there is only the global market.The emergence of this global economy results in a number of challenges and opportunities.For instance, many now consider Europe to be the world's largest single market (despite the difficulties of adapting to multiple national cultures and the lack of a single currency).Including the nations that make up the former Soviet Union and the rest of the Eastem bloc, the European economy has a gross domestic product (GDP) of $ 5 trillion with 700 millionpotential customer. In addition, China is seen as an emerging giant that is expected to have a higher GDP (but a lower per capita output) than Japan by 2015 or sooner.In the eyes of many observers, the U.S., Europe and Japan are relatively equal contenders in the race to be the most competitive nation or economic bloc in the 21st century. And, exports are becoming an even more important segment of the economy, especially in the U.S., as indicatedby the following:●42% ofU.S. economic growth was based on exportsExports and imports accounted for approximately 28% of U.S. gross domestic product in1997, up from 21% in 1991The competitive advantage in global technology is expected to drive continued export growth for U.Sfirms into the 21st centuryWhile large firms may commit resources to global markets more quickly than small and mid-size firms, in 1995, over one-half (50%) of U.S. midsize companies were competing inmarkets outsideof the U.S.U.S. firms are successfully penetrating Japan's high-tech, automobile, consumer goods and retailing marketsIn 1995, U.S. exports increased 12 % over 1994, exceeding $800 billionExports are expected to reach the $1trillion level by 1998The largest share of U.S. exports currently go to Europe, Canada and JapanThe fastest growth in demand for U.S. goods and services is projected to be in Asian markets (excluding Japan); from 1996 to 2000, expected annual growth is 12 %.The March of GlobalizationGlobalization is the spread (or diffusion) ofeconomic innovations around the world and the political and cultural adjustments that accompany this diffusion.In essence, globalization seems to have gathered a momentum of its own because of increased levels ofinterdependence among industrialized nations●the needs ofdeveloping countriesthe continuing disintegration or dropping oftrade barriersintensified international integration ofmultiple national opportunitiesfinancial capital may be exported between national marketsmanufacturing equipment purchased in a third nation may be installed in plantsaround the worldraw materials may be sourced from a variety ofnational markets, imported into stillother national markets for production and then finished products exported all over theglobe.The internationalization or globalization ofmarkets and industries often makes itimpractical to classify many firms as purely domestic or foreign. Consider Honda, a majorplayer in the global automobile industry, which recently.●employed some 14,300 people in the U.S,sold 660,000 units in the U.S. (73% were produced in the U.S.)used 75% U.S. content in the cars manufactured in the U.S.purchased $2.9 billion of parts from U.S. supplierspaid $2 1/2 billion in federal income taxesinvested $3 billion on a U.S. research and development centerexported 40,000 cars made in the U.S. to other national markets, including JapanTeaching suggestion; The following Strategic Focus can be used to discuss thedynamics of globalization and the challenges presented to firms.Strategic FocusThe March of Globalization Wal-Mart, China and BeyondWith its recent moves, Wal-Mart is extending its reach beyond its dominant position in U.S. retailing, by exporting its formula for success into global markets..Wal-Mart has purchased Cifra SA, its former joint venture partner in Mexico for $I .2 billion It has expanded its traditional intemational focus beyond Canada and Mexico by opening superstores in Argentina, Brazil, Indonesia and ChinaBut, Wal-Mart is not the only firm that is following the march toward globalization.Motorola has invested $2 billion to develop a fabrication plant in ChinaEnron has entered into a joint venture with Singapore Power to develop power projectsthroughout AsiaCitgo, the largest gasoline retailer in the U.S., is owned by Petroleum de Venezuela.While globalization seems an attractive strategy for competing in the new coinpetitive landscape, there are risks as well. These include such factors as:Building the firm's ability to successfully manage operations in multiple foreignmarketsThe difficulties may accompany venturing into too many international marketstoo quicklyNote; Indicate that the risks that often accompany internationalization andstrategies for minimizing their impact on firms will be discussed in more detail inChapter 8.Because of its economic benefits, it is likely that the trend toward further globalization ofindustries will be unstoppable. For example, using the Europe-U.S.-Japan Triad as an example, free trade is expected to positively impact the Triad with a5 to 10% increase in annual economic outputs ofmanufactured goods and a15 to 20% additional increase in economic outputs from free trade in servicesThis potential for continued economic growth means that all industrialized nations must continue to seek the expansion of agreements--such as the European Union, NAFTA andGAAT--that will eliminate national laws that impede free trade among all nations.As a result of the new competitive landscape, firms of all sizes must re-think how theycan achieve strategic competitiveness by positioning themselves to ask questions from amore global perspective to enable them to (at least) meet or exceed global standards:●Where should value-adding activities be performed?Where are the most cost-effective markets for new capital?Can products designed in one market be successfully adapted for sale in othermarkets?How can we develop cooperative relationships or joint ventures with other firms thatwill enable us to capitalize on international growth opportunities?Companies of all sizes and in all industries will continue to feel continuing pressurefrom globalization, especially as Asian markets continue to develop outside of Japan. And the continuing increase of globalization and the spread of information technology will likely enable other countries to develop their industrial bases as well.As a result of globalization and the spread of information technology, competition willbecome more intense. For example,Customers--even domestic customers--will continue to expect high levels of productquality at competitive pricesGlobal competition will continue to pressure companies to shorten productDevelopment--introduction time framesStrategically competitive companies successfully leverage insights learned both indomestic and global markets, modifying them as necessaryBefore a company can hope to achieve any measure of success in global markets, itmust be strategically competitive in its domestic marketTechnology and Technological ChangeThree technological trends and conditions are significant altering the nature ofcompetition:increasing rate oftechnological change and diffesion●the information age●increasing knowledge intensityIncreasing Rate of Technological Change and DiffusionBoth the rate of change and the introduction of new technologies have increased significant over the last 20 years.A term that is used to describe rapid and consistent replacement of current technologies bynew, information-intensive technologies is perpetual innovation.This implies that innovation--to be discussed in more detail in Chapter 1 3--must becontinuous and carry a high priority for all organizations.The shorter product life cycles that result from rapid diffusion of innovation oftenmay mean that products will become indistinguishable from each other, placing acompetitive premiumon a firm's ability to rapidly introduce new products into themarketplace. In fact, speed-to-market may become the sole source of competitive advantage.The Information AgeChanges in information technology have made rapid access to information available to firms all over the world, regardless of size. Consider how the increase in the numberof relatively inexpensive personal computers (PCs), their linkage throughcomputer networks, cellular phones and the ability to access massive data bases havecombined to increase the speed and diffusion of information and information technologies as well as to turn the ability to access and use information into apotential source of competitive advantage:rapid flow of information and the more efficient management of increased information sharing capability using electronic or e-mailincrease in the number and power (or capability) ofPCs. information-carrying infrastructure available to firms world-wide through theInternet and World Wide Webcompanies being wired to link themselves to customers, employees, vendors andsuppliers around the globetrade conducted on the Internet is expected to increase dramatically from $7.8billion in1997 to $ 105 billion by 2000The continued rapid introduction and diffusion of new information technologies alsomay have interesting implications for firms such as America Online (AOL), as theybattle to both understand and create users' future information access and use needs.To better position itself, AOL acquired its largest competitor, CompuServe, throughan agreement with WorldCom. As a result, AOL has increased its revenues almost 40-fold, from $53 million in 1993 to $2 billion in 1997.Increasing Knowledge intensity.It is becoming increasingly apparent that knowledge--information, intelligence andexpertise--may not only be a critical organizational resource, but may be a source ofcompetitive advantage. As a result:Organizations must improve their ability to transform the accumulatedknowledge of employees into a firm assetShareholder value can be positively impacted by the value of a firm’s intangibleassets, such as knowledge (Note; Intangible assets will be discussed more fully in Chapter 3.)This means that, to achieve competitive advantage in the new, information-intensivecompetitive landscape, firms must move beyond accessing information to exploitinginformation by:●Capturing intelligence●Transforming intelligence into usable knowledge●Embedding it as organizational learning●Diffusing it rapidly throughout the organizationThe implication of this discussion is that, to achieve strategic competitiveness and earn above-average returns, firms must develop the ability to adapt rapidly to change or achieve strategic flexibility.Strategic flexibility represents the set of capabilities---in all areas of their operations ---that firms use to respond to the various demands and opportunities that are found in dynamic, uncertain environments. This implies that firms must develop certain capabilities, including Organizational slacks which affords firms with the ability to respond to environmentalchanges.The capacity to learn continuously, which provide the firm with new skill-sets.Teaching suggestion;Use the text' s example of Coca-Cola's development of aneffective distribution system and the establishment of anchor bottlers--in their globalbottling network--to build the resources and expertise necessary that enable Coca-Cola to enable the strategic flexibility that will enable them to take advantage ofopportunities across a broad range of global markets.Two models describing key strategic inputs to a firm's strategic actions are nextdiscussed: the Industrial Organization (or externally-focused) model and the Resource-based (or internally-focused) model.THE I/O MODEL OF ABOVE ARAGE RETURNSTeaching suggestion; The recommended teaching strategy for this section is to first discuss the assumptionsunderlying the I/O model. Then, use Figure 1-3 to introduce linkages in the I/O model and provide the background for an expanded discussion of the model in Chapter 2.The I/O or Industrial Organization model adopts an external perspective to explain that forcesoutside of the organization represent the dominant influences on a firm’s strategic actions. Inother words, this model presumes that the characteristics of and conditions present in the external environment determine the appropriateness of strategies that are formulated and implemented inorder for a firm to earn above-average returns.The I/O model is based on the following four assumptions:The external environment--the general, industry and competitive environments--imposes pressures and constraints on firms and determines strategies that will result in superior returns.In other words, the externalenvironment pressures the firm to adopt strategies to meet that pressures while simultaneously constraining or limiting the scope of strategies that might be。
英语文体学Chapter-3-Surface-Structure-Deviation
3.2 Graphological Deviation
Example 6
L(a le af fa ll s) one l iness
The visual effect of this poem is obvious. The lines of poetry imitate the falling of a leaf in late autumn, which is suggestive of the meaning of ‘loneliness’.
3.1 Phonological Deviation
❖3.1.2 Mispronunciation & Sub-Standard Pronunciation
❖E.g. T. Dreiser, Sister Carrie An old Irish woman ye → you murthering → murdering divil → devil thafe → thief
❖The use of mispronunciation and substandard pronunciation may help to vividly describe a character. And substandard language is perceived as more forceful, more direct in expression for standard language is perceived as more civilized, more educated than the substandard one, and sometimes more indirect.
the
Apocope
酒店英语chapter1Unit3.bell-service
lift
remote control uniform
翻译句子
1. Let me help you carry the baggage. Two pieces of baggage altogether, right? 2. I’ll show you to the Front Desk. This
After this unit, you should be able to: Tell the main duties of the concierge Do bell service Introduce services
trunk tag cart luggage lift lobby
carrying luggage for the guest
(1)Do you have any baggage ? 您有行李吗？
(2)How many pieces of baggage do you have in all ?
您一共有几件行李？
(3) Leave it to me. Let me carry it for you. 给我吧，我帮您提行李。
breakable in your bag? I’m afraid the contents might break.
翻译短语
领班 行李派送 服务指南 钥匙卡 应接服务 门童
行李架 迎宾服务
咨询服务
翻译短语
gym this way
bock suitcase
小心，别碰头。
(4) After you,sir/madam. 先生/女士，您先请。
Exercises
1. What’s your room number? 2. I’ll arrange the bellboy
语言学第三章笔记和习题
Chapter 3 MorphologyLexicon is the collection of all the words of a Ianguage. It is synonymous with “vocabulary ”Words are the focus of the study of lexicon, so the emphasis of this chapter falls upon words,., the an alysis and creati on of words.Linguists define the word as the smallest free form found in Ianguage. The features of wordWordis meaningful; word is a grammatical unit; word can be used independently; word is relatively stable and unin terruptible.Morphology refers to the study of the in ternal structure of words and the rules by which words are formed.The total nu mber of words stored in the brain is called the lexic on. _________Words are the smallest free un its of Ian guage that un ite sounds with meaning.Morphology is a branch of lin guistics, whereas lexic on is a comp onent of Ian guage in stead of a branch of lin guistics.Open class word and closed class wordOpen class words----content words of a Ian guage to which we can regularly add new words, such as nouns, adjectives, verbs and adverbs, . beatnik(a membeiof the Beat Generation), hacker, email, intern et, “做秀，时装秀…” in Chin ese.Closed class words----grammatical or functional words, such as conjunction, articles,prepositi on and pronouns.Morpheme-the minimal unit of meaning. The smallest meaningful unit of Ianguage is called a morpheme.Words are composed of morphemes. Words may con sist of one morpheme or more morphemes,.1- morpheme 2- m orpheme 3- m orpheme 4- m orpheme 5- m orpheme 7-morpheme boy, desireboy+ish, desir(e)+bleboy+ish+ness, desir(e)+bl(e)+itygen tle+ma n+li+ness, un+desir(e)+abl(e)+ity un+ge ntle+ma n+li+ness an ti+dis+establish+me nt+ari+a n+ismMorph: whe n people wish to dist in guish the sound of a morpheme from the en tire morpheme, they may sued the term. It is the pho netic realizati on of a morphemeAllomorph: A morpheme may be represe nted by differe nt forms, called allomorphs. It is the phon etic varia nt of a morpheme.Some morphemes have a sin gle form in all con texts, such as “ dog, bark, cat ” ,etc. In otherin sta nces, there may be some variati on, that is, a morphememay have alter nate shapes or ph on etic forms. They are said to be the allomorphs of the morpheme, the plural morphememaybe represented by:map----maps_ [s]dog----dogs _[z]watch----watches [iz]mouse----mice [ai]ox----oxen_[ n]tooth----teethsheep——sheep_Each of the un derl ined part is called an allomorph of plural morpheme.AffixPrefix ---- morphemes that occur on ly before others,.un-, dis, an ti-, ir-, etc.Suffix ---- morphemes that occur only after others,.-ful, -er, -ish, -ness, -able, -tive, tion, etc.Root: The root constitutes the core of the word and carries the major component of its meaning.A root is the base form of a word that cannot further be analyzed without total loss of identity.A root may be free or bound (such as mit, tain, cur,ceive). An affix is naturally bound.Free morpheme & bound morphemeFree morpheme----is one that may con stitute a word (free form) by itself, such as bed, tree, sing, dan ce, etc.Bound morpheme----is one that may appear with at least one other morpheme. They can not sta nd by themselves, such as -s in dogs , al in national , dis - in disclose , ed in “recorded ” , etc.Some morphemes constitute words by themselves. These morphemes are called free morphemes.Other morphemes are n ever used in depe nden tly in speech and writ ing. They are alwaysattached to free morphemesto form new words. These morphemesare called bound morphemes. The distinction between a free morphemesand a bound morphemeis whether it can be used independently in speech or writing.Free morphemesare the roots of words, while bound morphemesare the affixes (prefixes and suffixes).Derivatio nal morpheme & in flect ional morphem eDerivati onal morphemes---- the morphemes which cha nge the category, or grammatical class of words, . modern---moder ni ze, length---len gthe n, fool---foolish, etc.Inflectional morphemes---- the morphemeswhich are for the most part purely grammatical markers,sig nifying such con cepts as ten se, nu mber, case and so on; they n ever cha nge their syn tactic category, n ever add any lexical meanin g,.a) number: tables apples cars _ _b) pers on, fin ite ness and aspect: talk/talks/talk in g/talkedc) case: Joh n/John 'sInflectional morphemes in modern English indicate case and number of nouns, tense and aspect of verbs, and degree of adjectives and adverbs.Derivati onal morphemes are bound morphemes added to exist ing forms to con struct new words.En glish affixes are divided into prefixes and suffixes.Some Ian guages have in fixes, bound morphemes which are in serted into other morphemes.Noun+ -' s, -s/es [possessive; plural] Verb+ -s/es, -ing, -ed, -ed/-en [3 rd person singular; present participle; past tense, past participle] Adj+ -er, -est [comparative; superlative]In flecti onal morphemes n ever cha nge the grammatical category of a wordIn flecti onal morphemes in flue nee the whole category;Derivati onal morphemes are oppositeOrder: root (stem) + derivati onal + in flect ionalCon clusi on: classificati on of morphemesMorphemesFree morphemesBound morphemesIn flexi onalDerivati on al: affixesPrefixesSuffixesMorphological rulesThe rules that govern the formation of words, . the “ un- + ---- ” rule.un fair un thi nkable un acceptable …Compo unding is ano ther way to form new words,.Ian dlady rain bow un dertake …The process of putt ing affixes to existi ng forms to create new words is called derivati on Words thus formed are called derivatives.Compo undsNoun compo undsdaybreak (N+V) playboy (V+N) haircut (N+V)callgirl (V+N) wi ndmill (N+N)Verb compo undsbrainwash (N+V) lipread (N+V) babysit(N+V)Adjective compo undsma neat ing (N+Vi ng) heartfelt (N+Ved)dutyfree (N+adj.)Prepositi on compo undsinto (P+P)throughout (P+P)Some points about compo undsWhenthe two words are in the samegrammatical category, the compoundwill be in this category, postbox, landlady, icy-cold, blue- black …When the two words fall into different categories, the class of the second or final word will be the grammatical category of the compo un d, . head- stro ng, pickpocket …Compo un dsiave differe nt stress patter ns from the non-compo un dedword seque nee, . red coat, gree n house…The meaning of a compo und is not always the sum of the meanings of its parts.Formati on of new words1. 1 nflectio n: it is the mani festatio n of grammatical relati on ships through the additi on of inflectional affixes, such as number, person, finiteness, aspect and case.2. Derivati onDerivation forms a word by addi ng an affix to a free morpheme.Since derivation can apply more than once, it is possible to create a derived word with a number of affixes. For example, if we add affixes to the word friend , we can form befriend, friendly, unfriendly, friendliness, unfriendliness, etc. This process of addi ng more tha n one affix to a free morpheme is termed complex derivation. ________ Derivati on is also con stra ined by pho no logical factors.Some En glish suffixes also cha nge the word stress.3. CompoundingCompounding is ano ther com mon way to form words. It is the comb in ati on of free morphemes.The majority of En glish compo un dsare the comb in ati on of words from the three classes -nouns, verbs and adjectives - and fall into the three classes.In compo un ds, the rightmost morpheme determ ines the part of speech of the word.The meaning of compo unds is not always the sum of meaning of the comp onen ts.4. Conv ersi on (inven ti on)Conversion is the process putting an existing word of one class into another class.Conv ersi on is usually found in words containing one morpheme.5. Clipp ing (abbreviati ons) front, back, front and backClipping is a process that shorte ns a polysyllabic word by delet ing one or more syllables.Clipped words are in itially used in spoke n En glish on in formal occasi ons.Someclipped words have becomewidely accepted, and are used even in formal styles. For example, the words bus (omnibus) , vet (veterinarian) , gym (gymnasium), fridge(refrigerator) and fax (facsimile) are rarely used in their complete form.6. BlendingBlending is a process that creates newwords by putting together non-morphemic parts of existi ng words. For example, smog(smoke + frog), brunch (a meal in the middle of morni ng, replaci ng both breakfast and lun ch), motel (motor + hotel). There is also aninteresting word in the textbook for junior middle school students —“ plike ” (a kind of mach ine that is like both a pla ne and a bike).7. Back-formati onBack-formation is the process that creates a new word by dropping a real or supposed suffix. For example, the word televise is back-formed from television . Originally, the word television is formed by putting the prefix tele- (far) to the root vision (viewing). At the same time, there is a suffix —sion in English indicating nouns. Then peopleconsider the - sion in the word television as that suffix and drop it to form the verbtelevise .Acronyms are formed by putting together the initial letters of all words in a phrase or title.Acro nyms can be read as a word and are usually Ion ger tha n abbreviati ons, which are read letter by letter.This type of word formatio n is com mon in n ames of orga ni zati ons and scie ntific termi no logy.Eponyms are words that origi nate from proper n ames of in dividuals or places. For example, the word san dwich is a comm onnoun orig in at ing from the fourth Earl of San dwich, who put his foodbetwee n two slices of bread so that he could eat while gambli ng.10. Coi nageCoin age is a process of inventing words not based on exist ing morphemes.This way of word formatio n is especially com mon in cases where in dustry requiresa word for a new product. For example, Kodak and Coca-cola .11. Borrowing: English in its development has managedto widen its vocabulary by Borrowingwords from other Ianguages . Greek, Latin, French, Arabic and other Ianguages have all played anactive role in this process, such as “atom, electricity ” from Greek, “cancer, tumour” from Latin,“violin, pizza ” from Italian.12. Onomatopoeia: it is a way of creating words by imitating the sounds of the outside world. Supplementary Exercises Chapter 3 : MorphologyI. Decide whether each of the following statements is True or False:I. Morphology studies the internal structure of words and the rules by which words are formed. are the smallest meanin gful un its of Ian guage.3. Just as a phon eme is the basic unit in the study of phono logy, so is a morpheme the basic unitin the study of morphology.4. The smallest meaningful units that can be used freely all by themselves are free morphemes.5. Bound morphemes in clude two types: roots and affixes.6. Inflectional morphemes manifest various grammatical relations or grammatical categories suchas nu mber, ten se, degree, and case.7. The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself.8. Prefixes usually modify the part of speech of the original word, not the meaning of it.9. There are rules that gover n which affix can be added to what type of stem to form a new word. Therefore, words formed accordi ng to the morphological rules are acceptable words.10. Phonetically, the stress of a compound always falls on the first element, while the second eleme nt receives sec on dary stress.II. Fill in each bla nk below with one word which beg ins with the letter give n:11. M ___ is the smallest meanin gful unit of Ian guage.12. The affix “- ish ” in the word boyish conveys a g ______ meaning.13. B __________ m orphemes are those that cannot be used in depe nden tly but have to be comb inedwith other morphemes, either free or bound, to form a word.14. Affixes are of two types: inflectional affixes and d _________ affixes.15. D ______ affixes are added to an existing form to create words.16. A s _____ is added to the end of stems to modify the meaning of the original word and it maycase change its part of speech.17. C ________ is the combination of two or sometimes more than two words to create new words.18. The rules that govern which affix can be added to what type of stem to form a new word are called m rules.19. In terms of morphemic analysis, d _____________ can be viewed as the addition of affixesto stems to form new words.20. A s _____ can be a bound root, a free morpheme, or a derived form itself to which a derivationalaffix can be added.III. There are four choices following each statement. Mark the choice that can best complete the statement:21. The morpheme“vision ” in the common word “television ” is a(n) ___________ .A. bound morphemeB. bound formC. inflectional morphemeD. free morpheme22. The compound word “bookstore ” is the place where books are sold. This indicates that the meaning of a compound _______________________ .A. is the sum total of the meaning of its componentsB. can always be worked out by looking at the meanings of morphemesC. is the same as the meaning of a free phrase.D. None of the above.23. The part of speech of the compoundsis generally determined by the part of speech of _______________ .A. the first elementB. the second elementC. either the first or the second elementD. both the first and the second elements.24. _____ are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.A. Free morphemesB. Bound morphemesC. Bound wordsD. Words25. _______ is a branch of grammar which studies the internal structure of words and the rulesby which words are formed.A. SyntaxC. MorphologyD. Morpheme26. The meaning carried by the inflectional morpheme is ______ .A. lexicalB. morphemicC. grammaticalD. semantic27. Bound morphemes are those that __________ .A. have to be used independentlyB. can not be combined with other morphemesC. can either be free or boundD. have to be combined with other morphemes.28. __ modify the meaning of the stem, but usually do not change the part of speech of theoriginal word.A. PrefixesB. SuffixesC. RootsD. Affixes29. _______ are often thought to be the smallest meaningful units of language by the linguists.A. WordsB. MorphemesC. PhonemesD. Sentences30. “-s ” in the word “books ” is ____________ .A. a derivative affixB. a stemC. an inflectional affixD. a root43.What are the main features of the English compounds? 44. Discuss the types of morphemes with examples.Suggested answers to supplementary exercises Chapter 3IV. Define the following terms:31. Morphology: Morphology is a branch of grammar which studies the internal structure of words and the rules by which words are formed.32. inflectional morphology: The inflectional morphology studies the inflections33. derivational morphology: Derivational morphology is the study of word- formation.34. Morpheme: It is the smallest meaningful unit of language.35. free morpheme: Free morphemesare the morphemeswhich are independent units of meaning and can be used freely all by themselves or in combination with other morphemes.36. bound morpheme: Bound morphemes are the morphemes which cannot be used independentlybut have to be combined with other morphemes, either free or bound, to form a word.37. Root: A root is often seen as part of a word; it can never stand by itself although it bears clear, definite meaning; it must be combined with another root or an affix to form a word.38. Affix: Affixes are of two types: inflectional and derivational. Inflectional affixesmanifest various grammatical relations or grammatical categories, while derivational affixes are added to anexisting form to create a word.39. Prefix: Prefixes occur at the beginning of a word . Prefixes modify the meaning of the stem, but theyusually do not change the part of speech of the original word.40. Suffix: Suffixes are added to the end of the stems; they modify the meaning of the original word and in many cases change its part of speech.41. Derivation: Derivation is a process of word formation by which derivative affixes are added to an existing form to create a word.42. Compounding: Compounding can be viewed as the combination of two or sometimes more than two words to create new words.V. Anwser the following questions:IV. Define the following terms:31. morphology 33. derivational morphology 35. free morpheme 37. root 39. prefix 41. derivation V. Answer the following questions:32. inflectional morphology 34. morpheme 36. bound morpheme 38. affix 40. suffix 42. Compounding Morphology43. What are the main features of the English compounds?Orthographically a compound can be written as one word, two separate words with or without a hyphen in between. Syntactically, the part of speech of a compound is determined by the last element. Semantically, the meaning of a compound is idiomatic, not calculable from the meanings of all its components. Phonetically, the word stress of a compound usually falls on the first element.44. Discuss the types of morphemes with examples.Free morphemes: They are the independent units of meaning and can be used freely all by themselves, for example, “book- ” in the word “bookish ”.Bound morphemes: They are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word such as “-ish ” in “bookish ”. Boundmorphemescan be subdivided into roots and affixes. A root is seen as part of a word; it can never stand by itself although it has a clear and definite meaning, such as “gene -” in th e word“generate ”. Affixes are of two types: inflectional and derivational. Inflectional morphemes manifest various grammatical relations or grammatical categories such as “ -s” in the word “books” to indicate plurality of nouns. Derivational affixes are ad ded to an existing form to create a word such as “mis-” in the word “misinform ”. Derivational affixes can also be dividedinto prefixes and suffixes. Prefixes occur at the beginning of a word such as word “dislike ”, while suffixes occur at the end of a word such as “friendless“dis- ” in the -less ” in the word。
Chapter 3The Consumer’s Problem(高级微观经济学-上海财经大学,沈凌)
[Figure 1.1]
1
• Axiom 3: Continuity.
(Mas-colell) The preference relation ≿ on X is continuous if it is preserved under
• Convexity implies “the law of diminishing marginal rate of substitution”.
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3.D: Utility maximization
• Utility maximization:
• Axiom 5’: Convexity. If x ≿ y, then αx + (1−α ) y ≿ y for all α ∈ [0,1]. • Axiom 5: Strict Convexity. If x ≠ y and x ≿ y, then αx + (1−α ) y f y for all α ∈ [0,1].
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• Theorem 3.3’: If the binary relation ≿ is complete, transitive, continuous, and strictly monotonic, there exists a continuous real-valued function, u : R+n → R , which represents ≿ .
Proof:
Step 1. Let e ≡ (1,1,...1). For every x ∈ R+n , monotonicity implies that x ≿ 0. There is a
旅游英语视听说朱华第二版chapter3 PPT答案
旅游英语视听说朱华第二版chapter3 PPT答案1、1——May I help you? You seem to be having some problems.——_______ , thanks. Ithink I can manage. [单选题] *A. All rightB. No problemC. It’s all right(正确答案)D. There’s no way2、If you do the same thing for a long time, you'll be tired of it. [单选题] *A. 试图B. 努力C. 厌倦(正确答案)D. 熟练3、We will _______ Mary this Sunday. [单选题] *A. call on(正确答案)B. go onC. keep onD. carry on4、We should _______ a hotel before we travel. [单选题] *A. book(正确答案)B. liveC. stayD. have5、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away withD. go on with6、If the manager had to choose between the two, he would say John was _____ choice. [单选题] *A. goodB. the bestC. betterD. the better(正确答案)7、He was born in Canada, but he has made China his _______. [单选题] *A. familyB. addressC. houseD. home(正确答案)8、Ladies and gentlemen, please fasten your seat belts. The plane _______. [单选题] *A. takes offB. is taking off(正确答案)C. has taken offD. took off9、（）of the twins was arrested because I saw them both at a party last night. [单选题] *A. NoneB. BothC. Neither(正确答案)D. All10、We had a party last month, and it was a lot of fun, so let's have _____ one this month. [单选题] *A.otherB.the otherC.moreD.another(正确答案)11、David ______ at home when I called at seven o’clock yesterday evening. （）[单选题] *A. didn’tB. doesn’tC. wasn’t(正确答案)D. isn’t12、All he _______ was a coat. [单选题] *A. had on(正确答案)B. had toC. had a restD. had a good time13、_____ of the teachers in this district are women teachers. [单选题] *A. Four fifthB. Four fifths(正确答案)C. Fourth fifthsD. Four five14、____ is standing at the corner of the street. [单选题] *A. A policeB. The policeC. PoliceD. A policeman(正确答案)15、I’m _______ I must be leaving now. [单选题] *A. afraid(正确答案)B. thinkC. thoughtD. free16、You can buy some pieces of bread from "_______". [单选题] *A. Bakery(正确答案)B. Travel AgencyC. LaundryD. Ticket Office17、The story has _______ a lot of students in our class. [单选题] *A. attracted(正确答案)B. attackedC. appearedD. argued18、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for19、How _______ Grace grows! She’s almost as tall as her mother now. [单选题] *A. cuteB. strongC. fast(正确答案)D. clever20、I walked too much yesterday and （）are still aching now. [单选题] *A. my leg's musclesB. my leg muscles(正确答案)C. my muscles' of legD. my legs' muscles21、He always found it hard to satisfy himself. [单选题] *A. 控制B. 满足(正确答案)C. 了解D. 批评22、93．Welcome ________ our school! [单选题] *A．to(正确答案)B．inC．atD．/23、In the closet（）a pair of trousers his parents bought for his birthday. [单选题] *A. lyingB. lies(正确答案)c. lieD. is lain24、_____you may do, you must do it well. [单选题] *A.WhichB.WheneverC.Whatever(正确答案)D.When25、When you are tired, listen to music and try to _______ yourself. [单选题] *A. supportB. showC. playD. relax(正确答案)26、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke27、You _____ smoke in the library, or you will be driven away. [单选题] *A. can'tB. mustn't(正确答案)C. will notD. may not28、Your father is very busy, so he ______ play football with you this afternoon.（）[单选题] *A. doesn’tB. don’tC. isn’tD. won’t(正确答案)29、I want something to eat. Please give me a _______. [单选题] *A. bookB. watchC. shirtD. cake(正确答案)30、I like the food very much.It is _______. [单选题] *A. terribleB. expensiveC. delicious(正确答案)D. friendly。
鲁滨逊漂流记一至三章读后感英文版
鲁滨逊漂流记一至三章读后感英文版全文共6篇示例，供读者参考篇1Robinson Crusoe Book Report (Chapters 1-3)I just finished reading the first three chapters of Robinson Crusoe by Daniel Defoe and I have to say, it's a pretty wild story so far! Robinson is a young man who goes against his parents' wishes and becomes a sailor. His life takes a crazy turn when he gets shipwrecked and ends up as the only survivor on a deserted island.In the first chapter, we learn about how Robinson was born into a good family, but was obsessed with the idea of going to sea from a young age. His father really didn't want him to become a sailor because he thought it was too dangerous. He tried giving Robinson all kinds of advice about staying home and getting a job on land, but Robinson wouldn't listen. He was determined to sail the seas no matter what.When Robinson was 18, he finally got the chance to go on a ship heading for London. His family was really upset, especially his mother who cried a lot, but Robinson didn't care. He was justexcited to finally be setting sail! However, the voyage didn't go as planned. They got caught in a terrible storm and were actually attacked by a pirate ship from Sallee! The crew fought back, but it was no use against the pirates' canons. Robinson and a few others were captured and taken to Morocco to be sold as slaves. So much for his dream adventure!In the second chapter, Robinson tells us all about his harrowing two years as a slave. He had to do backbreaking labor on farms, barely got any food, and was treated terribly by his master. Finally, Robinson got a chance to escape with a boy named Xury who was also a slave. They made a crazy escape, rowing a small boat across the sea until they were picked up by a Portuguese ship captain. The captain was a nice guy who paid for Robinson and Xury's freedom.Robinson decided to join the captain's crew and sailed with him for several years. During this time, he learned a lot about navigation and being a merchant sailor. After a while, the captain offered for Robinson to be part of a money-making trading voyage to the coast of Guinea in Africa. Robinson jumped at the chance, dreaming of finally striking it rich.That brings us to the third chapter, where the trading voyage gets underway. It started out fine, but then they ran into a bunchof scary issues. First, some of the sailors got sick. Then, they got caught in another crazy storm that nearly sank their ship. Robinson thought for sure he was going to die in the raging winds and towering waves. But the storm passed, leaving their ship a wreck.They decided to head for the Caribbean to make repairs, but more disaster struck. The ship sprung a leak and began taking on water. No matter how hard they bailed, the ship kept sinking lower and lower into the sea. With no other choice, the captain gave the order to head for the nearest land in the ship's boats to prevent them all from drowning. Little did Robinson know, this decision would lead to him becoming the only survivor stranded on a remote island in the middle of nowhere!So that's where the story leaves off for now at the end of chapter 3. I'm really hooked and can't wait to find out what happens next to poor Robinson. Will he be able to survive alone on the island? How will he find food, water, and shelter? Will any ships come to rescue him or is he doomed to be a real-life castaway? I'll have to keep reading to discover Robinson's ultimate fate.This book has been such an exciting page-turner so far. The nonstop action and Robinson's perseverance in the face of onelife-threatening crisis after another is really gripping. My favorite part was his daring escape from slavery - that was like a real-life adventure movie! I felt so bad for him having his dreams of sailing turn into a nightmare when he was first captured by those pirates. But Robinson never gave up and kept pursuing his ambitions no matter what obstacles stood in his way.I think the reason this story is so engaging is because it makes you wonder what you would do if you were in Robinson's shoes. Could I muster up enough courage, skills, and determination to survive being shipwrecked all alone? It's a chilling scenario to think about. The book really makes you appreciate modern life and not take basic things like food, shelter, and company for granted.Overall, I'm giving Robinson Crusoe 5 out of 5 stars based on these first three chapters. Between the high seas adventures, clashes with pirates, enslavement, and now being marooned - it's nonstop thrills! The writing has also been really vivid, so it's easy to picture everything happening in my mind. I can't wait to read the rest and see how Robinson fares while stranded. I have a feeling more exciting adventures and challenges await him on that mysterious island! I'd absolutely recommend this classicnovel to anyone who loves action, adventure, and tales of perseverance against the odds.篇2Robinson Crusoe: Chapters 1-3Robinson Crusoe is a really exciting adventure book by Daniel Defoe. The first three chapters are all about how Robinson gets shipwrecked and lands up on a deserted island. It's a crazy story!In Chapter 1, we learn that Robinson's father didn't want him to go sailing and have adventures on the high seas. His father gave him a serious talk about how it was better to stay home and live a simple, middle-class life in England. But Robinson didn't listen - he had his heart set on being a sailor and seeing the world.So against his parents' wishes, Robinson took off on a ship when he was 18 years old. On his first voyage, the ship got caught in a huge storm and he thought he was going to die! Luckily, the ship made it safely back to port in England. But that didn't stop Robinson's thirst for adventure. As soon as he could, he signed up for another long sea voyage on a different ship.In Chapter 2, we find out that the second ship Robinson sailed on also encountered storms and was chased by pirates! After barely escaping with his life, Robinson decided to stay on land for a while in Brazil, where he became a wealthy plantation owner. I thought that was pretty cool how he made a fortune growing crops and stuff in the jungle.But after a few years, Robinson got that old itch for sailing again. I guess he was just born to be an explorer! So in Chapter 3, he joined a crew heading across the Atlantic Ocean to purchase enslaved Africans (which I know now is extremely wrong and cruel). Their ship got caught in another crazy storm though. This time, the ship was totally destroyed.The chapters ends with Robinson being thrown into the churning sea by a gigantic wave. He managed to grab a piece of the ship's wreckage to float on, but had no idea where he was or if he'd ever see land again. I was on the edge of my seat reading this! I can't wait to find out what happens to poor Robinson stranded out in the middle of the ocean. Will he drown or make it to safety? I have to keep reading to see.Even though Robinson doesn't always make the best choices by disobeying his parents and getting involved in the slave trade, I can understand why he yearned for adventure. Staying coopedup in one place would be super boring for me too. I love reading about his thrilling experiences and all the dangers he faces out on the high seas. The story has definitely inspired my own dreams of going on an epic voyage someday!I think these first few chapters also teach some good lessons about being grateful for what you have. Every time Robinson thinks he's finally settled down to a comfortable life, he risks it all to seek out more fortune and glory. And his reckless decisions keep landing him in life-or-death situations at sea. It makes me appreciate things like my warm house, safety, family, and not having to fight off pirates!The writing by Daniel Defoe is so descriptive too. I could vividly picture all the fierce storms, splintered ships, roaring waves, and terrified sailors. My heart was pounding during the most intense action scenes! Defoe does a great job of making you feel like you're right there experiencing the incredible adventures of Robinson Crusoe.Overall, I'm totally hooked on this classic book so far. While Robinson doesn't always make the smartest choices, it's hard not to get caught up in the excitement and danger of his travels. I give the first three chapters a 5 out of 5 stars and can't wait to see what other crazy adventures and challenges Robinson willface now that he's stranded alone on a deserted island. This story of survival is sure to be epic!篇3Robinson Crusoe Book Report (Chapters 1-3)I just finished reading the first three chapters of the book Robinson Crusoe by Daniel Defoe, and I have to say, it's a pretty wild adventure so far! The story follows a guy named Robinson Crusoe who decides to become a sailor against his parents' wishes. That was kind of a bummer move if you ask me, but I guess he really wanted to see the world.In the first chapter, we learn that Robinson's dad actually wanted him to be a lawyer or something boring like that. But Robinson had a serious case of wanderlust and couldn't stop dreaming about sailing on ships to far away places. One day he just up and left home to become a sailor, which I imagine did not make his parents too happy. Still, he didn't seem to care much about their objections.The second chapter describes Robinson's first sea voyage to London. It was really dangerous and scary! There was a huge storm that almost sank their ship. Robinson says he was so terrified that he regretted disobeying his parents and wished hehad just stayed home like they wanted. But then the storm passed and he pretty much forgot all about being scared once they reached London safely.Once in London, Robinson signed up for another voyage to coast of Guinea in Africa. This time there was another terrible storm that lasted for weeks! The ship was battered by high winds and huge waves. Some of the crew even abandoned ship because they thought they were all going to die. But miraculously, the storm ended and Robinson's ship managed to limp along to the coast of Guinea. Man, this Robinson guy just could not catch a break with these crazy storms!In the third chapter, we find out that after reaching Guinea, Robinson joined another ship's crew that was sailing across the Atlantic to the Caribbean. I was like "Dude, Robinson, learn your lesson already! Stop tempting fate by going on these long voyages!" But nope, he just kept on sailing into danger.Sure enough, after leaving the coast of Africa, Robinson's ship was attacked by Turkish pirates! There was an intense battle with cannons firing and pirates trying to board the ship. It was totally insane. Robinson got captured by the pirates and spent two years as their prisoner until he escaped on a boat with a boy named Xury. They had hardly any supplies but managed to sailall the way across the Atlantic to an island off the coast of South America.And that's where the third chapter ends - with Robinson marooned on this remote island. He has no idea what he's going to do or how he's going survive. The chapters were packed with storms, pirates, danger, and adventure at every turn. I can't even imagine what will happen to Robinson once he's alone on that island. Will he be rescued? Will he somehow find a way to get off the island? I'm super excited to read more and find out! This book has been a non-stop thrill ride so far. I'll be sure to write another book report once I read further into Robinson Crusoe's harrowing tale.篇4My Thoughts on the First Three Chapters of Robinson CrusoeI just finished reading the first three chapters of the book Robinson Crusoe by Daniel Defoe, and I have to say, I'm really liking it so far! The story is about a guy named Robinson Crusoe who decides to become a sailor and go on adventures at sea, even though his parents don't want him to.In the first chapter, we learn that Crusoe comes from a good family in the city of York in England. His father was a merchant and wanted Crusoe to also become a merchant like him. But Crusoe had the strong desire to go sail the seas and have adventures instead. No matter how much his parents begged him not to go, Crusoe couldn't get the idea out of his head. He finally got the chance when a friend invited him to go on a sea voyage with him. Crusoe didn't even tell his parents, he just took off!I can understand why Crusoe's parents were so upset. The sea was very dangerous back then, with storms, pirates, and all sorts of other perils. A lot of ships didn't make it back in one piece, if at all. Crusoe's parents just wanted him to be safe and have a stable profession like being a merchant. But I get why the call of adventure and seeing the world was too strong for Crusoe to resist. If I was stuck in one place my whole life, I'd probably want to break free and explore too!In the second chapter, the ship Crusoe was on got caught in a huge, terrifying storm. The storm raged for days and days, ripping the sails and threatening to sink the ship at any moment.I can't even imagine how scary that must have been! The sailors were fighting for their lives, trying desperately to steer the shipto safety. Poor Crusoe was seasick the whole time, miserable and fearing he was going to die. I don't blame him for wanting to turn back and go home.But the stubborn Crusoe soon forgot about those fears once the storm passed. As the third chapter begins, he's convinced himself that the worst is over. His friend had warned him about potential dangers, but Crusoe brushed it off. He thought worrying too much about what could go wrong would just ruin the fun and adventure. I'm not sure I agree with that way of thinking though. It's good to have an adventure, but you also need to be safe and smart about it.That's about where I'm at so far in the story. Crusoe's boat is headed to the coast of Africa, carrying goods to trade. From the first few chapters, I can see that Crusoe is determined and a bit headstrong. He doesn't seem to think too much about consequences, he just follows his heart's desire for adventure and exploring. Part of me admires that free spirit, but the other part thinks he should listen to wisdom and advice more.I have a feeling there are going to be many more crazy adventures and close calls for Crusoe based on how it's going so far. The storm chapter in particular was really intense! I'll admit I had to take a break from reading because I was getting nervousjust imagining being trapped on that ship in the middle of that massive, powerful storm. How much more is poor Crusoe going to have to go through?I'm excited to read more and find out what happens next. Is Crusoe's voyage going to go smoothly after this, or will he face even more life-or-death situations? Will he eventually realize his parents had a point and head back home to York? Or will his craving for adventure keep carrying him into deeper trouble? I guess I'll have to keep reading to find out!Those are my thoughts so far on the beginning of Robinson Crusoe. Even though it was written a long time ago, I'm relating to Crusoe's feelings of wanting to get out and explore the world instead of just staying at home like his parents wanted. Getting swept up in big storms and facing danger seems terrifying of course. But I'll give Crusoe credit, he seems brave and is pursuing what he feels is his passion, even if it's risky. I'm looking forward to tagging along on more of his adventures!篇5My Thoughts on "Robinson Crusoe: Chapters 1-3""Robinson Crusoe" is an exciting adventure story that I recently read. It is about a man named Robinson Crusoe whogets stranded on a deserted island after a shipwreck. The book is divided into chapters, and I would like to share my thoughts on the first three chapters.In the first chapter, Robinson Crusoe tells us about his childhood and how he wanted to go to sea even though his parents wanted him to be a lawyer. I found it interesting that he didn't listen to his parents and followed his own dreams. It made me think about how important it is to pursue our passions and not just do what others expect from us.The second chapter is where the adventure really begins! Robinson Crusoe boards a ship, but unfortunately, it gets caught in a terrible storm. The ship breaks apart, and he is the only survivor. I felt scared for him when I read about the storm and how he had to swim to the shore. It must have been really tough for him to be all alone on the island without anyone to help him.Once Robinson Crusoe reaches the island, the third chapter shows how resourceful he is. He starts exploring the island and finds a cave for shelter. He also figures out how to make tools and find food. I was amazed at how clever he was in using the things he found on the island to survive. It made me realize that we should never give up and always try to find solutions to our problems.Reading these chapters made me think about how important it is to be independent and resilient. Robinson Crusoe didn't give up when he was stranded on the island. Instead, he used his skills and creativity to make the best of the situation. It made me wonder if I could do the same if I were in his shoes.I also learned that sometimes we have to make difficult decisions. Robinson Crusoe had to choose between staying on the island or trying to escape. He decided to stay because he thought it would be safer. It made me think about how we have to think carefully before making choices and consider the consequences.Overall, I really enjoyed reading the first three chapters of "Robinson Crusoe." It is an exciting story that teaches us about courage, independence, and perseverance. I can't wait to read the rest of the book and find out what happens next to Robinson Crusoe.篇6My Thoughts on the First Few Chapters of Robinson CrusoeHi there! I just finished reading the first three chapters of the book Robinson Crusoe by Daniel Defoe and I have a lot of thoughts I want to share about it. This book is pretty old - it waswritten way back in 1719! But even though it's an old book, I found the story really exciting and interesting so far.The book starts off by introducing us to the main character, whose name is Robinson Crusoe. Robinson comes from a good family in the city of York in England. His father was a merchant and wanted Robinson to also get into the merchant business since it was a very respected profession back then. But Robinson didn't want to be a merchant at all! He had this big desire to go out and explore the world by sailing on ships across the sea. His father warned him about the dangers of being a sailor and tried very hard to convince him not to do it. He even gave this really long speech about all the reasons why Robinson should just stay home and get a safe job. But Robinson was determined and eventually he just left home without telling anyone to become a sailor.I can kind of understand why Robinson felt that way. When I was little, I always dreamed about going on adventures and exploring too! My parents didn't want me wandering too far from home by myself though because they were worried I could get hurt or lost. Now that I'm a bit older, I realize my parents were just trying to keep me safe. Still, I think that feeling of really wanting to voyage out and discover the world is something a lotof kids can relate to. Maybe that's part of the reason this book has been so popular for such a long time!After running away from home, Robinson had all sorts of crazy adventures at sea. The way the author describes everything makes it feel so real and vivid. During a huge storm, the ship Robinson was on ended up sinking! He was stranded all alone on a deserted island in the middle of nowhere. I can't even imagine how scary that must have been for him. The chapters talk about how he had to figure out how to survive completely by himself with no one else around to help him. He used wood from the wrecked ship to build himself a little house and tools. He grew crops for food, made clothes out of animal skins, and learned how to cook meals over a fire.If I was stuck alone on an island like that, I'm not sure I would be able to make it! Sure, sometimes I've thought it might be fun to live out in nature away from everything for a little while. But actually having to do it for real with no modern conveniences whatsoever? And not knowing if I'd ever be rescued? That would be absolutely terrifying! I give Robinson a lot of credit for figuring out how to make a life for himself in such an extreme situation.One of the most interesting parts so far was when Robinson was exploring the island and came across a strange footprint in the sand that was too big to be his own. Just the thought of there possibly being another person or people on the island with him, who could be friendly or hostile, added a lot of suspense and mystery. Are they natives of the island? Pirates? Castaways like him? I can't wait to read further and find out! That footprint discovery has me hooked and eager to learn what happens next.Overall, even though this book was written a long time ago, I'm really enjoying reading it so far. The story of a regular guy like Robinson Crusoe getting shipwrecked and being forced to survive alone on a deserted island is not something that could ever really happen to me in modern times. But that's what makes it such an exciting adventure to experience through the book. I feel like I'm learning so much about what life was like for sailors back then and all the crazy adventures they could end up having if things went wrong at sea. Daniel Defoe does such a great job with his detailed writing that I can picture everything so clearly in my mind as I'm reading it.I'm definitely planning to keep on reading to find out what other challenges and struggles Robinson has to face while stranded all by himself. He's been really brave and resourceful upuntil this point but who knows what other craziness could happen? I can't wait to see what other adventures are in store as I continue on with Robinson Crusoe! Stay tuned for more of my thoughts once I finish the next few chapters.。
了不起的盖茨比第三章中英翻译The Great Gatsby Chapter 3
Chapter 3THERE was music from my neighbor's house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft, or taking the sun on the hot sand of his beach while his two motor−boats slit the waters of the Sound, drawing aquaplanes over cataracts of foam. On week−ends his Rolls−Royce became an omnibus, bearing parties to and from the city between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing−brushes and hammers and garden−shears, repairing the ravages of the night before.Every Friday five crates of oranges and lemons arrived from a fruitier in New York every Monday these same oranges and lemons left his back door in a pyramid of pulp less halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour if a little button was pressed two hundred times by a butler's thumb.At least once a fortnight a corps of caterers came down with several hundred feet of canvas and enough colored lights to make a Christmas tree of Gatsby's enormous garden. On buffet tables, garnished with glistening hors−d'oeuvre, spiced baked hams crowded against salads of harlequin designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass rail was set up, and stocked with gins and liquors and with cordials so long forgotten that most of his female guests were too young to know one from another.总是有悠扬的音乐在夏夜的晚上从我隔壁传出。
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第________次课摘要授课题目(章、节) 1.6逻辑代数的公式化简法1.7逻辑代数的卡诺图化简法教学主要内容及重点难点：主要内容：公式化简法，变量最小项的卡诺图，逻辑函数的卡诺图，卡诺图化简法。
重点：公式化简法，卡诺图化简法。
难点：卡诺图化简法。
内容1.6逻辑代数的公式化简法一、逻辑函数的几种表述形式及其之间的转换1．逻辑函数的几种表述形式2．不同形式之间的转换二、逻辑函数的最简形式三、逻辑函数的化简方法四、逻辑函数的公式化简法1．并项法2．吸收法3．消因子法4．配项法5．灵活运用公式法1.7逻辑代数的卡诺图化简法一、变量最小项的卡诺图二、逻辑函数的卡诺图三、逻辑函数的卡诺图化简法1．化简过程2．化简规则3．化简注意事项4．化简举例例==C A AB Y +=C A B A +++C A B A +++②方法2ⅰ先求出的与或式Y 例,则C A AB Y +=＝＝＝=C A AB Y +=C A ⋅AB ()()C A B A ++C B B A C A ++BA C A +ⅱ求出Y 的或与式例Y===B A C A Y +=B A C A ⋅()()B++A C A ⅲ对Y 的或与式两次求反，即将上述再取一次反得出Y 的或非或非式Y =()()B +⋅+=AC A Y BA C A +++③方法3ⅰ先求出的与或式（同上ⅰ）Y ,则C A AB Y +=＝＝＝==C A AB Y +=C A ⋅AB ()()C A B A ++C B B A C A ++BA C A +ⅱ将的与或式中的每个与项利用反演律写成或非形式，Y ＝＝Y B A C A +BA C A +++ⅲ对上式再取反一次，得Y 的或非或非式Y＝＝Y BA C A +++（4）如何由与或式求出与或非式。
①先求出的与或式Y 例,则＝…＝C A AB Y +=C A AB Y +=B A C A +②对上式再求一次反，得与或非式Y＝BA C A Y +=二、逻辑函数的最简形式所谓“最简”就是最简单。
以与或式为例，最简就是指乘积项数目最少，且乘积项中的因子最少。
得出逻辑函数式的最简式的目的是，由逻辑式实现电路时所用器件最少，即电路最简单，从而达到最好的性能价格比。
三、逻辑函数的化简方法1.为什么要对逻辑函数化简？化简就是使逻辑函数为最简形式。
其目的是使逻辑电路所用器件数目和种类最少。
以便降低成本，以及减少故障和方便检修。
2.常用的化简方法公式法（代数化简法）、卡诺图法四、逻辑函数的公式化简法公式法就是利用基本公式和常用公式对逻辑函数进行化简。
归纳起来有如下几种具体方法：1.并项法如果相加的两项都有A 和，而其它因子相同，那么由公式10可以将两项合A 并成一项，消掉A 和。
由代入定理，这里的A 和可以是任何复杂的逻辑式。
A A 例＝A (直接用公式)()C C B A C B A C B A Y 1+=+=B(整理后合并)()C B A C B A C B A C B A Y 2+=++=C C B A B A =⎟⎠⎞⎜⎝⎛+=可以用另一方法：()CB A B AC C B C A C B A ++=++()()C1C B B A C C B B A C =⋅=++=++=2.吸收法利用律之一和之三和有关公式吸收掉某些多余项。
例(直接利用A ＋AB ＝A)C BD C AB C B Y 1=+=(整理后利用A ＋AB=A)()AD ABD C B A Y 2+⋅+=()[]AD AD B C B A ++=，将括号中看成一组，剩余部分看成另一()C B A C)B A (Y 3++++=()C A +组，进行逻辑乘运算得：()C B A C)B A (Y 3++++=()()()()B BC A B B C A C A C A +++++++=(经一系列运算和整理后，利用A ＋()()()C A B C A B C A C A +=+++++=AB=A)(直接利用吸收律之三)C A AB BC C A AB Y 4+=++=(整理后利用吸收律之三)C B AC C B B A AC C B B A AC Y 5+=++=+++=3.消因子法利用吸收律之二：消掉一些因子。
B A B A A +=+例(直接利用吸收律之二)DE B A DE AB A Y 1++=++=(整理后利用吸二)()C AB C AB AB B A C AB C B C A AB Y 2+=+=++=++=4.配项法（1）利用A+A=A 配项即利用A ＋A=A ，在逻辑函数式中重复写入某一项，有时可以获得更简单的化简结果。
例ABC C AB BC A ABC C AB BC A ABC Y +++=++=C C BC =+=(2)利用配项1A A =+即在函数式的某一项上乘，然后按公式10展开，则该项成为两项。
将这()A A +两项分别与其它项合并，有时可使化简结果更加简单。
例BCC A AB Y 1++=此式可直接利用吸三将第三项化简掉，现利用配项法化简：()A A BC C A AB Y 1+++=BC A ABC C A AB +++=C A AB +=C B C B B A B A Y 2+++=()()A A CBC B C C B A B A +++++=CB AC B A C B C B A BC A B A +++++=()()()CB A BC A C B C B A BC A B A +++++=CB C A B A ++=5.灵活运用公式法例：BA CBC B B A Y 1+++=表面上看此式好像已无法化简，然而灵活运用吸三，在原式中添加多余项以后，可以使式子化简。
ⅰ.由,则原式成为：C A C B B A C B B A ++=+=C A B A C B B A Y 1++++=C B CA B A ++C B ⅱ.由,则原式成为：C A B A C B B A C B ++=+C A B A C B C B B A Y 1++++=C A C B B A ++=DEFGEF B ACEF BD C A AB D A AD Y 2+++++++=DEFGEF B ACEF BD C A AB A ++++++=DEFG EF B BD C A A ++++=DEFG EF B BD C A ++++=EFB BDC A +++= 1.7逻辑函数的卡诺图化简法一、变量最小项的卡诺图1．定义：将n 个变量的全部最小项按一定规则填入的方格（块）图叫卡诺图。
由于n量具有个最小项，故其卡诺图存在个方格。
n2n22。
填入规则：在任何相邻的方格中，它们的最小项之间只允许有一个变量取值不同，即相邻方格中它们的最小项是相邻的。
相邻：左右相邻；上下相邻；某行的首尾相邻；某列的首尾相邻。
3．二到四变量变量最小项的卡诺图（1）二变量变量最小项的卡诺图即（2）三变量变量最小项的卡诺图即010B A BA 1BA ABB A 0100m 1m 12m 3m BA 000111100CB AC B A BC A C B A 1CB A CB A ABCCAB A BC 000111100m 1m 3m 2m 14m 5m 7m 6m ABC（3）四变量变量最小项的卡诺图即二、逻辑函数的卡诺图1.定义：在变量卡诺图中，将逻辑函数最小项之和表达式中所含的最小项对应的方格内填1，其余方格内填0，所得的卡诺图为逻辑函数的卡诺图。
2.举例（1）由逻辑函数最小项之和表达式直接得出卡诺图()()∑=15,12,10,9,6,5,3,0D C,B,A,Y m (2)由逻辑函数的一般表达式，如何画出卡诺图先将一般表达式变换成最小项之和表达式，然后按定义填图。
0001111000D C B A D C B A CD B A D C B A 01D C B A D C B A BCDA D BC A 11D C AB DC AB ABCD D ABC 10DC B A DC B A CDB A DC B A AB CD 00011110000m 1m 3m 2m 014m 5m 7m 6m 1112m 13m 15m 14m 108m 9m 11m 10m AB CD 0001111000101001010111101010011AB CD()AC BC AB C B,A,Y ++=ABCC B A BC A ABC C AB ABC +++++=3567m m m m +++=（3）由真值表如何画出卡诺图将函数值为1的变量取值组合所对应的最小项对应的方格内填1，而函数值为0的变量取值组合所对应的最小项对应的方格内填0。
例：卡诺图为：三、逻辑函数的卡诺图化简法1.化简过程(1)根据所给的逻辑函数，画出函数的卡诺图；(2)按一定规则进行化简；(3)整理化简结果2.化简规则（1）卡诺图化简的实质合并相邻方格为1的最小项，用包围圈表示相应的最小项合并，从而消掉相应的变量。
（2）两个相邻方格为1时，合并这两个相邻的最小项，可以消掉取值不同的一个变量，仅剩取值相同的变量的积（当变量取值1时写原变量，当变量取值0时写反变量）。
例1：相邻的最小项分别为：,C B A m 1=CB A m 5=合并时：CB C B A C B A Y 51=+=+=m m 用包围圈表示这两个最小项合并，直接写出合并结果，则结果为取值不变的变量之积，当变量取值为1时写原变量，当变量取值为0时写反变量，即CB Y =例2：00011110001010111A BC ABC Y00000010010001101000101111011111000111100000010111A BC 000111100010010100A BC 00011110A BCBA Y =例3：DC B ABD Y +=注意：某一行的首尾相邻；某一列的首尾相邻；（3）四个相邻方格为1时，合并这四个相邻的最小项可以消掉两个取值不同的变量，仅剩取值相同的变量的积。
（变量写法同于上述）例1：变量A 取值变化，被消掉；变量C 取值变化，被消掉；变量B 取值不变，被剩下。
由于变量B 取值为1，故为原变量，又由于仅剩一个变量，故BY 1=例2：变量A 取值变化，被消掉；变量C 取值变化，被消掉；变量B 和D 取值不变，被剩下。
由于变量B 取值为1，而写成原变量，而变量D 取值为0，则写成反变量，最后变量积为DB Y 2=例3：ABY 3=例4：DB Y 4=00011110001011111101AB CD 00011110011111A BC 00011110000111111110AB CD 00011110000111111110AB CD 00011110AB CD(4)八个相邻方格为1时，合并这八个相邻的最小项，可以消掉3个取值变化的变量，仅剩取值不变的变量的积（变量写法同于上述）例1：BY 1=例2：BY 2=例3：DY 3=3.化简注意事项(1)包围圈内为1的方格越多越好，即尽量画大圈，但每个包围圈内为1的方格数必须是（m=0,1,2,3…）；m2(2)每个包围圈内至少含有一个新的为1的方格；(3)任何一个为1的方格可以被多个包围圈包围；(4)总的包围圈数目尽量少；(5)包围圈内最小项合并的结果是它们对应最小项的公因子，即取值不变的变量之积；(6)检查有无多余的包围圈，若有应去掉；(7)将各个包围圈化简结果逻辑加，得最简与或式。