国际经贸高级英语-精读与翻译ppt.ppt

国际经贸高级英语 精读与翻译 内容提要 本书是国际经济学和国际贸易学专业英语精读与翻译教材 全书共有课文20篇 主要选自美 英等国出版的最新经济学专著和刊物原文素材 内容极为丰富 涉及一般经济学理论 国际金融 国际贸易 国际投资 企业管理 中国经济改革 中外经济关系等经贸领域 同时 本书结合课文还配有词组 包括专有名词 的解释 短语 句子和段落的中译英 以培养学生的阅读和翻译能力 颇具特色的是 本书配套了专业英语的写作训练 以提高学习者的英语写作能力 本书在每篇课文后还配了补充阅读材料 它们与课文有很大的相关性 拓展了读者的阅读面和理解深度 本书内容新颖 选材精当 编排合理 重点突出 既可作为高等学校经济 贸易 金融 管理等学科的专业英语教材 或作为任何涉外经济工作者的英语自学课本 也可以作为准备和参加博士生专业英语 经管类 考试的参考读物 UnitOneKnowledgeandEconomicGrowth TEXTStartingaslow incomeeconomiesinthe1960s afeweconomiesinEastAsiamanaged inafewdecades tobridgeallornearlyalloftheincomegapthatseparatedthemfromthehigh incomeeconomiesoftheOrganisationforEconomicCo operationandDevelopment OECD Meanwhilemanyotherdevelopingeconomiesstagnated UnitOneKnowledgeandEconomicGrowth Whatmadethedifference Onewaytogrowisbydevelopinghithertounexploitedland Anotheristoaccumulatephysicalcapital roads factories telephonenetworks Athirdistoexpandthelaborforceandincreaseitseducationandtraining ButHongKong China andSingaporehadalmostnoland Theydidinvestheavilyinphysicalcapitalandineducatingtheirpopulations butsodidmanyothereconomies Duringthe1960sthroughthe1980stheSovietUnionaccumulatedmorecapitalasashareofitsgrossdomesticproduct GDP thandidHongKong China theRepublicofKorea Singapore orTaiwan China Anditincreasedtheeducationofitspopulationinnotrivialmeasure YettheSovietsgeneratedfarsmallerincreasesinlivingstandardsduringthatperiodthandidthesefourEastAsianeconomies UnitOneKnowledgeandEconomicGrowth PerhapsthedifferencewasthattheEastAsianeconomiesdidnotbuild work andgrowhardersomuchastheybuilt worked andgrewsmarter Couldknowledge then havebeenbehindEastAsia ssurge Ifso theimplicationsareenormous forthatwouldmeanthatknowledgeisthekeytodevelopment thatknowledgeisdevelopment HowimportantwasknowledgeforEastAsia sgrowthspurt Thisturnedoutnottobeaneasyquestiontoanswer Themanyvarietiesofknowledgecombinewithitslimitedmarketabilitytopresentaformidablechallengetoanyoneseekingtoevaluatetheeffectofknowledgeoneconomicgrowth UnitOneKnowledgeandEconomicGrowth How afterall doesoneputapricetagonandaddupthevarioustypesofknowledge Whatcommondenominatorletsussumtheknowledgethatfirmsuseintheirproductionprocesses theknowledgethatpolicymakinginstitutionsusetoformulate monitor andevaluatepolicies theknowledgethatpeopleuseintheireconomictransactionsandsocialinteractions Whatisthecontributionofbooksandjournals ofR Dspending ofthestockofinformationandcommunicationsequipment ofthelearningandknow howofscientists engineers andstudents Compoundingthedifficultyisthefactthatmanytypesofknowledgeareaccumulatedandexchangedalmostexclusivelywithinnetworks traditionalgroups andprofessionalassociations Thatmakesitvirtuallyimpossibletoputavalueonsuchknowledge UnitOneKnowledgeandEconomicGrowth Reflectingthesedifficultiesinquantifyingknowledge effortstoevaluatetheaggregateimpactofknowledgeongrowthhaveoftenproceededindirectly bypostulatingthatknowledgeexplainsthepartofgrowththatcannotbeexplainedbytheaccumulationoftangibleandidentifiablefactors suchaslabororcapital Thegrowthnotaccountedforbythesefactorsofproduction theresidualinthecalculation isattributedtogrowthintheirproductivity thatis usingtheotherfactorssmarter throughknowledge ThisresidualissometimescalledtheSolowresidual aftertheeconomistRobertM Solow whospearheadedtheapproachinthe1950s andwhatitpurportstomeasureisconventionallycalledtotalfactorproductivity TFP growth SomealsocalltheSolowresidualameasureofourignorance becauseitrepresentswhatwecannotaccountfor Indeed wemustbecarefulnottoattributeallofTFPgrowthtoknowledge fortheremaybeotherfactorslurkingin UnitOneKnowledgeandEconomicGrowth theSolowresidual Manyotherthingsdocontributetogrowth institutionsareanexample butarenotreflectedinthecontributionsofthemoremeasurablefactors Theireffectis sofar inextricablywovenintoTFPgrowth InearlyTFPanalyses physicalcapitalwasmodeledastheonlycountry specificfactorthatcouldbeaccumulatedtobetterpeople slives Technicalprogressandotherintangiblefactorsweresaidtobeuniversal equallyavailabletoallpeopleinallcountries andthuscouldnotexplaingrowthdifferencesbetweencountries TheircontributionstogrowthwerelumpedwiththeTFPgrowthnumbers Althoughthisassumptionwasconvenient itquicklybecameobviousthatphysicalcapitalwasnottheonlyfactorwhoseaccumulationdroveeconomicgrowth Astudythatanalyzedvariationsingrowthratesacrossalargenumberofcountriesshowedthattheaccumulationofphysicalcapitalexplainedlessthan30percentofthosevariations Therest 70percentormore wasattributeddirectlyorindirectlytotheintangiblefactorsthatmakeupTFPgrowth Table1 1 UnitOneKnowledgeandEconomicGrowth Laterattemptsintroducedhumancapitaltobetterexplainthecausesofeconomicgrowth Ahigherlevelofeducationinthepopulationmeansthatmorepeoplecanlearntousebettertechnology Educationwassurelyakeyingredientinthesuccessoffourofthefastest growingEastAsianeconomies HongKong China theRepublicofKorea Singapore andTaiwan China Beforetheirtransformationfromdevelopingintoindustrializingeconomies theirschoolenrollmentrateshadbeenmuchhigherthanthoseofotherdevelopingcountries Table1 2 Theyhadalsoemphasizedadvancedscientificandtechnicalstudies asmeasuredbytheirhigherratiosofstudentsintechnicalfieldsthaninevensomeindustrialcountries thusenhancingtheircapacitytoimportsophisticatedtechnologies Moreover theimportanceofeducationforeconomicgrowthhadlongbeenrecognizedandestablishedempirically Onestudyhadfoundthatgrowthinyearsofschoolingexplainedabout25percentoftheincreaseinGDPpercapitaintheUnitedStatesbetween1929and1982 UnitOneKnowledgeandEconomicGrowth Addingeducationreducedthepartofgrowththatcouldnotbeexplained thusshrinkingthehaystackinwhichTFPgrowth andknowledge remainedhidden Someanalystsevenconcluded perhapstooquickly thatphysicalandhumancapital properlyaccountedfor explainedallorvirtuallyalloftheEastAsianeconomies rapidgrowth leavingknowledgeasaseparatefactoroutofthepicture Box1 2 OnereasontheseanalystscameupwithlowvaluesforTFPgrowthisthattheyincorporatedimprovementsinlaborandequipmentintotheirmeasurementoffactoraccumulation SoeventheirevidenceoflowTFPgrowthinEastAsiadoesnotrefutetheimportanceofclosingknowledgegaps Indeed itshowsthatthefast growingEastAsianeconomieshadasuccessfulstrategytocloseknowledgegaps byinvestingintheknowledgeembodiedinphysicalcapital andbyinvestinginpeopleandinstitutionstoenhancethecapabilitytoabsorbanduseknowledge UnitOneKnowledgeandEconomicGrowth LookingbeyondEastAsia othergrowthaccountingstudieshaveexaminedlargersamplesofcountries Evenwhenhumancapitalisaccountedfor theunexplainedpartofgrowthremainshigh Onesuchstudy of98countrieswithanunweightedaveragegrowthrateofoutputperworkerof2 24percent foundthat34percent 0 76percentagepoint ofthatgrowthcamefromphysicalcapitalaccumulation 20percent 0 45percentagepoint fromhumancapitalaccumulation andasmuchas46percent justover1percentagepoint fromTFPgrowth Evenmoreremainstobeexplainedinvariationsingrowthratesacrosscountries Thesamestudyfoundthecombinedroleofhumanandphysicalcapitaltobeaslowas9percent leavingtheTFPresidualatastaggering91percent Totakeanotherexample KoreaandGhanahadsimilarlylowincomespercapitainthe1950s butby1991Korea sincomepercapitawasmorethanseventimesGhana s Muchofthatgapremainsunexplainedevenwhenhumancapitalistakenintoaccount Figure1 2 UnitOneKnowledgeandEconomicGrowth Alltheseresultsaresubjecttomeasurementproblems Forexample themeasuredstockofhumancapitalmayoverstatetheactualquantityusedinproducinggoodsandservices Highratesofschoolenrollmentorattainment yearscompleted maynottranslateintohigherratesofeconomicgrowthifthequalityofeducationispoor orifeducatedpeoplearenotemployedattheirpotentialbecauseofdistortionsinthelabormarket Moreover itisnowevidentthateducationwithoutopennesstoinnovationandknowledgewillnotleadtoeconomicdevelopment ThepeopleoftheformerSovietUnion likethepeopleoftheOECDcountriesandEastAsia werehighlyeducated withnearly100percentliteracy Andforaneducatedpopulationitispossible throughforeigndirectinvestmentandothermeans toacquireanduseinformation UnitOneKnowledgeandEconomicGrowth aboutthelatestproductionandmanagementinnovationsinothercountries ButtheSovietUnionplacedsevererestrictionsonforeigninvestment foreigncollaboration andinnovation Itsworkforcedidnotadaptandchangeasnewinformationbecameavailableelsewhereintheworld andconsequentlyitseconomysufferedadecline excerptedfromWorldDevelopmentReport1998 1999 UnitOneKnowledgeandEconomicGrowth Exercises TranslatethefollowingintoEnglish usingthewordsorphrasesinthetext 1 对经济增长必不可少的实物资本的积累 theaccumulationofphysicalcapitalindispensabletoeconomicgrowth 2 引进国外的先进设备和技术诀窍 toimportadvancedequipmentandknow howfromabroad 3 占世界技术贸易总量90 的许可证贸易 licensetradeaccountingfor90percentofthetotalvolumeoftheworld stradeoftechnology UnitOneKnowledgeandEconomicGrowth 4 经济发展中所反映出来的人力资本的匮乏 5 高科技对产业调整的重大影响 thegreatimpactofhightechnologyontheadjustmentofindustries 6 推动经济增长的关键因素 keyfactorsdrivingeconomicgrowth 7 从一个农业国向工业国的转型 thetransformationfromanagriculturalnationintoanindustrialone lackofhumancapitalreflectedineconomicdevelopment UnitOneKnowledgeandEconomicGrowth 8 构成全要素生产率增长的有形和无形因素 9 隐藏在技术进步之后的教育系统的改善 theimprovementofeducationalsystemslurkingintechnologicalprogress 10 该产业中资本与劳动力的比率 theratioofcapitaltolabourinthisindustry 11 增加劳动力数量并提高其教育培训程度 expandthelabourforceandincreaseitseducationandtraining thetangibleandintangiblefactorsmakingupthetotalfactorproductivitygrowth UnitOneKnowledgeandEconomicGrowth 12 研发部门在跨国公司经营中的作用 13 一份对多国技术进步情况进行分析的报告 astudyreportanalyzingvariationsintechnicalprogressacrossalargenumberofcountries 14 把计量和模型结合引入经济分析 toincorporatequantityandmodelsintoeconomicanalysis 15 发达国家和发展中国家在收入上的巨大差距 greatgapinincomesbetweendevelopedanddevelopingnations theroleoftheR Ddepartmentintheoperationsofmultinationalcorporations UnitOneKnowledgeandEconomicGrowth TranslatethefollowingsentencesintoEnglish 1 不少经济学家认为 像香港 新加坡这样土地稀少的地区 其经济的快速发展应该主要归功于教育程度的提高 在此基础上 经济学家们得出了结论 知识是这些国家或地区经济发展的主要因素 attributeto Manyeconomistsattributedtherapideconomicgrowthrateofsomeland desiringareas suchasHongKongandSingapore totheenhancementofeducationallevelsoftheirpopulations Basedonthis theydrewtheirconclusionthatknowledgeisthekeytotheireconomicdevelopment UnitOneKnowledgeandEconomicGrowth 2 60年代 日本在从发达国家大量引进尖端技术和技术诀窍的基础上 进行了大规模的经济扩张活动 使日本的经济在短短的20年间迅速赶上了世界先进水平 know how Inthe1960s onthebasisofimportingmuchsophisticatedtechnologyandKnow howfromdevelopedcountries Japanexpandeditseconomyonalargescale enablingitseconomytokeepupwiththemostadvancedleveloftheworldinashortperiodof20years UnitOneKnowledgeandEconomicGrowth 3 新经济理论的发展给统计学提出了许多课题 例如 高就学率并不意味着经济的高增长率 如果教育质量很差 或受过教育的人们在一个扭曲的劳动力市场上不能人尽其用的话 beemployedatone spotential translateinto Thedevelopmentofneweconomictheorieshasraisedmanysubjectstostatistics Forexample highratesofschoolenrollmentmaynottranslateintohighratesofeconomicgrowthifthequalityofeducationispoor orifeducatedpeoplearenotemployedattheirpotentialbecauseofdistortioninthelabormarket UnitOneKnowledgeandEconomicGrowth 4 1994年 在经过长期研究之后 著名经济学家克鲁格曼发表了一份对多国技术进步情况调查的报告 他指出 亚洲的经济不是建立在技术进步的基础上 所以含有很多泡沫 3年后爆发的东南亚经济危机证实了他的猜想 variationsintechnicalprogress In1994 afteralongperiodofresearch thefamouseconomistKrugmanpresentedastudyreportanalyzingvariationsintechnicalprogressacrossalargenumberofcountries HesaidinthereportthattheeconomicdevelopmentofAsiawasnotbasedontheprogressoftechnology sotheeconomycontainedmuchfoam Threeyearslater thesuddenbreak outofSoutheastAsianeconomiccrisisverifiedhisaasumption UnitOneKnowledgeandEconomicGrowth 5 由于科学技术在一定程度上是无形的 所以 到目前为止 人们还未想出确定其价值大小的理想方法 putavalueon Peoplehaven thithertocomeupwithanidealmethodtoputavalueonscienceandtechnology foritisintangibletosomedegree UnitOneKnowledgeandEconomicGrowth III PutthefollowingpassageintoEnglish 在信息时代 竞争力的关键是知识 而不是实物资产或资源 不仅对知识密集型部门 比如电脑软件或生物技术部门来说是如此 而且对工业时代的