lecture2
希腊罗马神话课程(王磊)lecture2

2.2 The Creation and Re-creation of Man (4)
2.2.1 Man’s alienation from the divinity and nature • Trick played on Zeus (white bones of ox covered with glistening fat v.s. meat, entrails and fat covered with tripe 肚肠) → white bones burned on smoky altars fire withheld from mortal men • Fire stolen in a hollowed fennel (茴香) stalk • Pandora as a tempting snare to men • fashioned by Hephaestus with gifts from various gods and goddesses → animals killed and (unnaturally) cooked before they are consumed; Pandora to preside
• Cronus and Rhea have 6 sons, afraid of being overthrown by prophesy, he swallows kids
• Cronus = human stupidity, jealousy; Rhea = protective, maternal • Rhea gets advice from Gaia, tricks Cronus into eating rock and has son Zeus raised on Crete by Amalthea, goat nurse → cornucopia
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文

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

More examples
{tion} morpheme tion [ſən] ſən] m1 ation [eiſən] [eiſən] m2 sion [3ən] [3ən] m3 ion → allomorphs [ſən] [ſən] → allomorphs m4 decision decision invention invention
--- Some words consist of one morpheme; others of more than one. e.g. friend (1 m), friends → {friend} + {s} (2 ms) friendliness → {friend} + {ly} + {ness} (3ms)
2. Morpheme, morph & allomorph 2.1 morpheme (语素)
2.1.1 definition A morpheme is the smallest meaningful linguistic unit which comprises sound, form and meaning. (cf. definition of a word —— the minimal free form of a language that has a given sound, meaning and syntactic function. e.g. demobilization = de + mob+ -il + -iz(e) + -ation de = (derivational affix) negate, remove mob=(root) move -il=(inflectional affix) able -iz(e)= (inflectional affix) make sth. change -ation =(inflectional affix) being in a state
中科院 现代通信原理 黄志蓓_lecture2

Lecture 2幅度调制IAmplitude ModulationLecture 2 Amplitude Modulation载波调制(Carrier Modulation ):将载波变换为一个载有信息的已调信号 解调(De-Modulation ):接收端从已调信号中恢复基带信号Lecture 2 Amplitude Modulation常规双边带调幅(Standard Amplitude Modulation )幅度调制 抑制载波双边带调幅(Double-Side Band,DSB)(线性调制) 单边带调幅(Single-Side Band,SSB) 模拟调制 (AM) 残留边带调幅(Vestigial-Side Band,VSB)频率调制 FM 角度调制 相位调制 PM (非线性调制)Lecture 2 Amplitude Modulation常规双边带调幅(Standard AM )♦时域表达♦调制过程♦频域表达♦解调过程♦功率分配双边带调幅(Double-Side Band,DSB) 单边带调幅(Single-Side Band,SSB)残留边带调幅(Vestigial-Side Band,VSB)Standard AM 的时域表示幅度调制:用基带信号f(t)去迫使高频载波的瞬时幅度随f(t)的变化而变化 Standard AM :其中ωc 为载波角频率θc 为载波起始相位A 0为载波幅度()0()()cos AM c c S t A f t t ωθ=++⎡⎤⎣⎦Standard AM 时域波形t已调信号S (t)A 0+f(t)tt载波CosωctA 0标准调幅的调制过程调制基本模型f(t)A 0+f(t)Cos(ωc t+θc )边带滤波器 h(t)已调信号乘法器 标准调幅的调制过程标准调幅波的调制器平衡 调制器 放大器G=A 0 加法器振荡器f(t)S AM (t)cos(ωC t+θC )A 0cos(ωC t+θC )f(t)cos(ωC t+θC ) AM 信号的频域表示()0()()0()()cos ()2c c c c AM c c j t j t S t A f t t ee Af t ωθωθωθ+−+=++⎡⎤⎣⎦⎡⎤+=+⋅⎡⎤⎢⎥⎣⎦⎣⎦00()2()()22()()2ccj AM c c j c c e S A F e A F θθωπδωωωωπδωωωω−=−+−⎡⎤⎣⎦++++⎡⎤⎣⎦00()0()()2()()2c c AM c c c F S A F A ωωθωπδωωωωπδωω−=⇒=−+++++令ωF(ω)1ω-ωs AM (ω)12ωc -ωC ωπA 0πA 02ωmAM 信号的频域表示将F (ω)搬移到载波频率(载频)f c 附近; |ω| ≥ωc 上边带(USB);|ω| ≤ωc 下边带(LSB); 带宽两个冲激()()[]B f B m m c m c AM2221==−−+=ωωωωπAM 信号的频域表示AM 解调—相干解调相位相干(Phase-coherent )/同步(Synchronous )S P (t) S d (t)S AM (t)C d (t)=cos(ωc t+φ) 相干解调器乘法器低通 滤波器本地 载波AM 信号相干解调:同步(相位差问题)乘法器的输入:S AM (t )=[A 0+f (t )]cos (ωc t+θc )C d (t )=cos (ωc t+φ)乘法器的输出:S p (t )= S AM (t )C d (t )=[A 0+f (t )]cos (ωc t+θc )cos (ωc t+φ)=[A 0+f (t )][cos (θc -φ)+cos (2ωc t+θc +φ)]/2 用LPF 滤除2ωc 的分量:S d (t )={[A 0+f (t )]cos (θc -φ)}/2本地载波C d (t )=cos (ωc t+⊿ωt +θc ) 输出S d (t )={[A 0+f (t )]cos ⊿ωt }/2 锁相环技术相干解调:同步(频率差问题)AM 解调--非相干解调包络检波(Envelope Detection )S d (t) ≈A 0+f(t)D 二极管S AM (t) R C S d (t)tA 0S (t)tA 0S (t)AM 解调--非相干解调为防止过调制的出现必须A 0+f (t )≥0即|f (t )|max ≤A 0AM 解调--非相干解调[]tcos A )t (f t cos )t (f t cos A tcos )t (f A )t (S P c c c c AM s ωωωω202222220220++=+== 调制效率AM 信号的总平均功率为AM 调制功率分配f(t)无直流分量=∴)t (f 2211cos (1cos 2)cos 20cos 22c c c c t t t t ωωωω=+=⇒=,而)()()(t f A t f P P P P P P P t f A P C SB SB AM SB AM SB C S 220222022+=+==+=+=∴η调制效率避免过调幅现象出现, 必须0A )t (f max ≤%AM 50≤∴ηAM 调制功率分配AM 调制功率分配正弦单频调制情况f(t)=A m cos Ωt调幅指数为防止过调制, 要求00()cos cos()1cos cos()AM m c c AM c c S t A A t t A t t ωθβωθ=+Ω+⎡⎤⎣⎦=+Ω+⎡⎤⎣⎦0A A A )t (f mmax AM ==β1≤AM βAM 调制功率分配()()[]()[]c c AM c c AM c c AM t cos A t cos A t cos A )t (S θΩωβθΩωβθω++++−++=0002121()()()()()()00()22AM c c c c c c S A A A ωπδωωδωωπδωωδωωπδωωδωω⎡⎤=−++⎣⎦⎡⎤+−−Ω+−+Ω⎣⎦⎡⎤++−Ω+++Ω⎣⎦令θc =0ω-Ω-ω+Ω-ω-Ωω+Ωωω|S (ω)|ωπA 0πA 0/2222202220222121AMAM mm AM A A A )t (f A )t (f ββη+=+=+=临界状态下βAM =1 (ηAM )max =1/3AM 调制功率分配Lecture 2 Amplitude Modulation常规双边带调幅(Standard Amplitude Modulation )抑制载波双边带调幅(Double-Side Band,DSB)单边带调幅(Single-Side Band,SSB)残留边带调幅(Vestigial-Side Band,VSB)DSB-AM 的时域表示S DSB (t )=f (t )cos (ωc t+θc )c c j j DSB c c c c c S ()F()e F()e F()F()θθωωωωωθωωωω−=−++==−++11221122令DSB-AM 的频域表示 线性搬移USB/LSB 带宽B DSB =2B=2f m 调制效率ωF(ω)1ω-ωS (ω)12ω-ωω2ωDSB-AM 的频域表示%P )t (f )t (S P SB DSB DSB 1002122====η S DSB (t )=f (t )cos (ωc t+θc )乘法器—平衡调制器(Balanced Modulator )f(t) S DSB (t)C d (t)=cos(ωc t+θc )乘法器 DSB-AM 的调制例:若非线性器件的输入-输出特性为:y=a 1x+a 2x 2解:由图x 1=f(t)+cos ωc t ; x 2=-f(t)+cos ωc ty 1=a 1[f(t)+cos ωc t ]+a 2[f(t)+cos ωc t]2y 2=a 1[-f(t)+cos ωc t ]+a 2[-f(t)+cos ωc t]2∴y=y 1-y 2=2a 1f(t)+4a 2f(t)cos ωc t ÆBPF+f(t)非线性器件+-f(t)非线性器件cos(ωC t)+++++x 1x 2+-y 1y 2带通滤波器yS D S B (t)DSB-AM 的调制DSB 的解调--相干解调S d (t)=f(t)cos(θc -φ)/2S P (t) S d (t)S DSB (t)C d (t)=cos(ωc t+φ) 相干解调器乘法器低通 滤波器本地 载波DSB 信号。
Lecture2-Problem & Solution1

Directions: For this part, you are allowed 30 minutes to write a short essay entitled Digital Age. You should write at least 150 words following the outline given below. 1. 如今数字化产品得到越来越广泛的使用,举例说明 2. 数字化产品的使用对人类工作、学习和生活产生的 影响
My Summer Vacation
Sometimes in the afternoon I, in company with my cousins, took a rod and went to the river to fish. It made the household happy when they saw us returning with a basketful of large fresh fish. When night came, I would sit at the door and tell the most marvelous and interesting stories to my cousins, who listened to the tales with open eyes and mouths. I wish I could enjoy such calm, pure and beautiful rural life forever.
总之,数码产品有它好的方面和不好的方面。我们应该充分利 用他们,尽量避免可能的副作用。
情景式作文:
2005.12六级真题
• Directions: You should write at least 150 words following the situation given below: Situation: Students have different ways to spend their summer vacations, and you decide to take your summer vacation with your family in the countryside. Your feeling is quite different with the life in the city, so you think about it deeply. • 作文的中心思想是:作者暑期在乡下度假的情 形及感受。因此,我们可以断定该作文题要求 考生写一篇记叙文. • 例文见教材P26--30 14
托福听力结构理解 TPO41-lecture2

托福听力结构理解听力提升太难了今天以TPO41 lecture2来看看讲座的其中一种结构听完了再来看结构哈~学生提问推动情节发展提问和回答是出题的重点FEMALE PROFESSOR:It's interesting how much we can learn about culture in the United States by looking at how Christopher Columbus has been portrayed throughout United States history. So let's start at the beginning.Columbus' ships first landed in, uh, landed in the Caribbean—there's some debate about which island—he landed in 1492 but it wasn't until 300 years later, in 1792, that his landing was first commemorated. And this was the brainchild of John Pintard.Pintard was a wealthy New Yorker, the founder of the New York Histori-cal Society. And he decided to use his influence and wealth to, um, to find a great hero, a patron for the young country. And he chose Colum-bus.And in New York in 1792, the anniversary of Columbus' landing was commemorated for the first time. Other cities, uh, Philadelphia and then Baltimore followed and …MALE STUDENT: But why Columbus? And why then?FEMALE PROFESSOR: Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. Remember, the United Stateshad only declared its independence from Britain 16 years earlier and had yet to form a national identity.Pintard also had a hand in helping to create Independence Day—July fourth—as a national holiday. So you see that he was very involved in creating sort of a “national story” for Americans. And Columbus … he felt Columbus could become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity, and its people wanted heroes.MALE STUDENT: But why not some of the leaders of the revolution? You know, like George Washington?FEMALE PROFESSOR: The leaders of the Revolution were the natural candidates to be heroes. But, many were still alive and didn't want the job. To them, being raised to hero status was undemocratic. So Colum-bus became the hero, and the link between Columbus and the United States took hold.FEMALE STUDENT: And so what was that link?FEMALE PROFESSOR: Well, Columbus was portrayed as entrepreneurial, someone who took chances, who took risks … And he was cast as somebody who was opposed to the rule of kings and queens. Perhaps most of all, Columbus was portrayed as someone who was destined to accomplish things. Just as America in those early years was coming to see itself as having a great destiny.FEMALE STUDENT: But Columbus was supported by the king and queen of Spain, he wasn't against them.FEMALE PROFESSOR: True. To be historically accurate, the way Pintard thought about Columbus doesn't match up with the facts of his life at all. And I really have to stress this: the fact that Columbus became the hero of the young country had little to do with Columbus—anything he did—and a lot to do with what was happening in the United States 300 years later.Columbus was extraordinarily adaptable to the purposes of America's nation builders—people like John Pintard—in the early part of the nine-teenth century. And since not a lot of facts were known about Colum-bus … his writings weren't available in North America until, until 1816 …that might have actually helped the process of adapting him to American purposes.MALE STUDENT: Since no one knew much about the “real” Columbus, it was easy to invent a mythical one?FEMALE PROFESSOR: Exactly. And this “mythical Columbus,” it … it became a reflection of the society which chose him.So, in the early history of the United States, Columbus represented an escape from the political institutions of Europe; he was the solitary indi-vidual who challenged the unknown. And now there was this new de-mocracy, this new country in a world without kings. Columbus became sort of the mythical founder of the country.So, as historians, we wouldn’t want to study these myths about Colum-bus and mistake them for facts about Columbus. But if we’re trying to understand American culture, then we can learn much by studying how America adapts Columbus for its own purposes.Evaluations of Columbus, then, will reflect what Americans think of themselves. Oh . . . there's a quote … something like …“societies reconstruct their past rather than faithfully record it.” And how that recon-struction takes place, and what it tells us … that's something we're going to be paying a lot of attention to …更多内容分享公众号:DC托福。
组合数学课件Lecture 2
4
Formal Statement of Pigeonhole Principle
A more formal statement is also available: Let |A| denote the number of elements in a finite set A. For two finite sets A and B, there exists a 1-1 correspondence f: A→B iff |A|=|B|.
14
Other Statements (cont’d)
3. Let q1 = q2 = …= qn= r. The principle reads as follows: If n(r-1)+1 objects are put into n boxes, then at least one of the boxes contains r or more the objects. 4. If the average of n non-negative integers m1, m2, …,mn is greater than r-1, then at least one of the integers is greater than or equal to r.
15
Other Statements (cont’d)
5. If the average of n non-negative integers m1, m2, …,mn is less than r+1, then at least one of the integers is less than r+1. 6. If the average of n non-negative integers m1, m2, …,mn is at least equal to r, then at least one of the integers satisfies mi ≥ r.
最优化方法Lecture2_LP基本性质
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Lecture 2-新视野大学英语第四册Unit 2 第二讲
Text Study
Language Points
conformity:(formal) (对社会规则的)遵从,遵守 behaviour or actions that follow the accepted rules of society
f. By participating in this system of extreme conformity, women are actually opening themselves up to the scrutiny of other women, the only ones qualifie 快看我! to judge their effortsway, to get back to my original point: If you’re a man, and a woma asks you how she looks, you can’t say she looks bad without receiving immediate and well-deserved outrage. (Para. 11)
I’m not saying that appearance is of no importance. I’m just saying tha
e.g. They plastered the city with posters condemning her election 他们在城里到处张贴谴责她当选的海报。 她给自己从头到脚都抹上了强效防晒露。 She plastered herself from head to toe in high factor sun lotion.
Summary
The confusing pursuit of beauty When a woman asks a man how she looks, come it is very difficult for him to up ___________ the with right answer. Men do not think of their looks in the same way as women do. They stick to ________ an opinion and like to think of themselves as affixThey much value don’t to average-looking. __________________ to their looks. However, women tend to think their appearance is magnify “not good enough”. They would _______ the smallest imperfections in their bodies.
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (8)译文 (8)Lecture2 (10)原文 (10)题目 (14)答案 (17)译文 (17)Lecture3 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture1原文So, we've talked about the plates that form the earth crust and their movements and how in some places they're separating. Now, when this happens in the ocean along a middle ocean ridge, some important things can happen, in particular you can get a hydrothermal vent. This is a lot like a geyser except it’s on the ocean floor.A geyser of course is a kind of eruption from underground hot spring. Water that’s been heated up in Earth’s interior, when under pressure, can erupt, sending that water and steam, shooting upwards through crack in the earth. A hydrothermal vent is essentially this same thing, but the water is emitted out of cracks or, or fractures in the ocean floor. If Forms that don't depend on energy from the sun, but depend on chemical energy.But, the vents are also enormous significance for us. From a purely geological perspective, because the chemistry of the oceans is affected by them. To see how, let’s look at the process a little more closely. They typically occur in fields, so you might have an area with a dozen of them, but you need two things to get one of these fields, first, you got haveheat. And you’ve got have fissures in the ocean floor. So, in a vent field, you've got cracks in the ocean floor. And cold water at the bottom of the ocean, we are talking, maybe two degrees Celsius, goes down into them, as it goes underground, it heats up, because in these fields, there are magma chambers, only a few kilometers below the ocean floor.This hot molten rock heats the solid rock above it to as high as five hundred degrees Celsius. And this heated solid rock, then heats the ocean water that flows over it. Now remember, the high pressure of the deep sea, allows water to stay liquid at such a high temperature, so it can reach temperatures of, three or four hundred degrees Celsius.As the water heated, it rises up through other cracks and it shoots up back into the ocean, much like with geyser on land. Now, the important part, is what the water is carrying with it, as it emerges. The heated water draws minerals from solid rock. So, you get dissolved metals in the water, like iron and copper. When the water shoots up and re-enters the cold ocean, it quickly cools and these minerals precipitate out. They’re released and they are deposited into the ocean water, which affects its composition. And it also creates quite a site, these vents have a plume that looks like a smoke, likes smoke that’s coming up out of the vent in the earth.Remember some of the water coming out of the vents is over threehundred degree Celsius. When it’s this hot, it dissolves sulfur, iron and other metals in the rock and it interacts with. when these minerals precipitate out, the water forms of black plume, so these vents are called black smokers. It's the sulfur and metals precipitating out of the water that that's what causes black color.But there are also white smokers, these emit what looks like a white smoke. That's because their water is relatively cool, above one hundred to three hundred degrees. Still pretty warm, but, not warm enough to dissolve sulfur or iron. Instead, they draw off different minerals from rocks. Things like silica and they give off different color, whitish color, when those minerals precipitate out.But in both black and white smokers as the waters emitted in the plume, the mineral that precipitate out, eventually build up around the vent, forming large, tower, like structures or minerals, build up layer upon layer, we call these chimneys, just like a chimney on a house. Different minerals will tend to build up at different places on the chimneys. But, some of the minerals like silica, a form kind of cement, and they hold the whole structure together. So, they can grow quite large and quite quickly. If you can believe it there was one chimney that reached forty-seven meters, that’s like fourteen story It collapsed, but it’s actually now rebuilding.题目1.What does the professor mainly discuss?A. The process by which molten rock can enter the oceanB. The formation of hydrothermal ventsC. The differences between geysers and hydrothermal ventsD. The mineral composition of hydrothermal vent chimneys2.According to the professor, what is the main difference between geysers and hydrothermal vents?A. Where they occurB. What causes themC. The size of their plumesD. The temperature of the water they emit3.What aspect of hydrothermal vents is of most significance to the professor?A. Their role in supporting unusual life formsB. Their role in affecting the chemical composition of the oceansC. Their role in affecting the movement of ocean platesD. Their role in affecting the temperature of ocean water4.What conditions are needed for hydrothermal vents to form?[Click on2 answers.]A. Heated rock beneath the ocean floorB. Rocks on the ocean floor with high mineral contentC. Cracks in the ocean floorD. Strong ocean currents5.What are two differences between black smokers and whitesmokers?[Click on 2 answers.]A. Black smokers emit water at a higher temperature.B. Black smokers are more common than white smokers are.C. Black smokers are found in deeper ocean water.D. Black smokers release different types of minerals than white smokers release.6.What does the professor say about the chimney structures that grow around hydrothermal vents?A. They last only a few years.B. They are formed by a single mineral.C. They can grow very tall.D. Their growth rate depends on the temperature of the water emitted from the vent.答案B A B AC AD C译文我们之前讨论了构成地壳的板块及其运动,以及在某些地方它们如何分离。
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GDP: Gross Domestic Product
The total market value of all final goods and services produced within a country in a given period of time.
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Market Value
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Final Goods and Services
• A final good (or service), is an item bought by its final user during a specified time period. • A final good contrasts with an intermediate good, which is an item that is produced by one firm, bought by another firm, and used as a component of a final good or service.
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The red and blue flows are the circular flow of expenditure and income. The green flows are borrowing and lending.
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The sum of the red flows equals the blue flow.
GDP is the market value of all final goods produced within a certain interval Which also equals values added in every step of production
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GDP accounting: expenditure method
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Firms buy capital goods from other firms. The red flow I represents this investment expenditure by firms.
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Governments buy goods and services, G, and borrow or repay debt if spending exceeds or is less than taxes
• Total expenditure = C + I + G + (X – M).
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Aggregate Income
• Aggregate income earned from production of final goods, Y, equals the total paid out for the use of resources, wages, interest, rent, and profit.
• Antiques, used products • Inventories
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Discussions
• How will GDP change if a laid-off worker who lived on government subsidy gets employed? • What if you marry your tutor and she continues to tutor you after marriage?
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These transactions take place in factor markets, goods markets, and financial markets.
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Firms hire factors of production from households. The blue flow, Y, shows total income paid by firms to households.
The spending on capital equipment, inventories, and structures, including new housing.
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GDP and the Circular Flow of Expenditure and Income
• GDP measures the value of production, which also equals total expenditure on final goods and total income earned by all factors of production.
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Households buy consumer goods and services. The red flow, C, shows consumption expenditures.
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Households save, S, and pay taxes, T. Firms borrow some of what households save to finance their investment.
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The rest of the world buys goods and services from us, X and sells us goods and services, M; net exports are X - M
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And the rest of the world borrows from us or lends to us depending on whether net exports are positive or negative.
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Investment and Saving
I=S+(T-G)+(M-X) S is private saving (T-G) is public saving National saving is private saving + public saving
Reinterpretation: S=I+(G-T)+(X-M)
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That is: Y = C + I + G + X - M
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Aggregate expenditure
• The circular flow demonstrates how GDP can be measured in two ways. • Total expenditure on final goods and services, equals the value of output of final goods and services, which is GDP.
• Excluding intermediate goods and services avoids double counting.
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Produced within a country
• GDP measures production within a country— domestic production. • Difference between GDP and GNP
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Stocks and Flows
A flow is a quantity per unit of time; a stock is the quantity that exists at a point in time.
flow stock
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GDP accounting: value added method
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National Income Accounting
• Why do we need that?
– To measure aggregate economic activity
• Created by Simon Kuznets and Richard Stone
• Core concept: GDP and GNP • The US started publishing GDP in 1947
– Chinese workers tapping oil in Darfur – Oversea students make money by tutoring Chinese students English
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In a given period of time
• GDP measures the value of production that takes place within a specific interval of time, usually a year or a quarter (three months).
• Y = C + I + G + (X – M).
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Consumption
The spending by households on goods and services, with the exception of purchases of new housing.
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Investment
• GDP is a market value—goods and services are valued at their market prices. • Non-market activities are not counted as part of GDP!
– Household work – Underground economy; illegal economy
Lecture 2: Measuring Income and Wealth
Se Yan Guanghua School of Management Peking University Spring 2011