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仅做参考好好学习，天天向上Unit 4International TradeMost countries realize the advantages of world trade. Countries have developed their economies, increased production of goods, and met market demands through increased world trade. The interdependence among trading nations has provided increased business opportunities.International trade develops because certain countries are able to produce some goods more efficiently than other countries. They exchange goods to satisfy their needs and wants. Efficient production may be the result of several factors. A certain climate in a particular country may allow that country to grow agricultural products in abundance. For instance, the climates in the United States and Canada are suitable for production of large amounts of wheat. Natural resources such as oil or coal are abundant in other countries. Countries with a large pool of unskilled laborers are able to produce products which are labor intensive more cheaply than countries with highly paid, skilled labor forces. Another factor is geographical location. Countries like Singapore and Panama engage in banking and trading because they are located on world trade routes.The Scottish economist, Adam Smith, theorized that free market countries produce whatever they can most efficiently grow or manufacture, or what is of the greatest advantage to them. In other words, if they can make more money growing cotton than making cloth, they grow cotton and export it. Then they importcloth from a country that makes cloth more efficiently than it grows cotton. In an uncontrolled free market trade situation, there is international specialization which results in the most efficient production of goods. Therefore, competition guarantees that countries import products which are most efficiently manufactured abroad and export products which are most efficiently produced domestically. Price is determined by the supply side of the market. Smith' s theory was a theory of absolute advantage. The English economist, David Ricardo, refined Smith's theory to one of comparative advantage . He theorized that an exporting country does not have to be the most efficient producer of the product; it only has to be more efficient than the country which imports the product. Mutually beneficial trade arises when one country has a comparative advantage.There are several reasons why governments try to control the imports and exports of a country. One reason is that a country enjoys an advantage if it exports more than it imports. Wealth accrues to the exporting country. Some countries have special programs to encourage exports. They may be programs that provide marketing information, establish trade missions, subsidize exports,and provide tax benefits or incentives. Government subsidies allow companies to sell products cheaply. Sometimes these subsidized companies export their products and sell them cheaply overseas. This practice is known as dumping. Dumping is selling on a foreign market at a price below the cost of production.On the other hand, governments impose taxes and quotas to restrict importsof certain products. For example, to protect Japanese farmers, Japan limits the amount of produce that can be imported. Sometimes governments want to protect a domestic industry because that industry provides employment for the population. Not only the industries, but also the labor unions encourage the government to enact protectionist controls.Protectionist measures are in the form of duties which eliminate the comparative advantage or quotas which restrict the import of the product altogether. There are two forms of import tariffs: specific and ad valorem. A specific tariff is a certain amount of tax for each unit of the product, for example $ 500 for each automobile. An advalorem tariff is based on the value of the product, for example 5% of its value.In order to import and export products, there needs to be a system of inter-national monetary exchange. While a few products like oil are always priced in dollars, most products must be paid for with the legal tender of the producing country. International trade involves the exchange of one currency for another. Most currencies are now exchanged on a floating rate basis. There are no official exchange rates. The rates fluctuate according to market forces. If large amounts of a country's currency are being exchanged, the exchange rate may vary greatly because of demand, and therefore, the price of a currency is either rising or falling. Sometimes these great fluctuations in value threaten economic stability: then central banks change market forces by purchasing a foreign currency to support its price and maintain stability.The amount of money that goes in and out of a country is referred to as the balance of payments. If a country is exporting more than it imports, it is receiving foreign currency and has a balance of trade surplus. If it is importing more than it exports, it is sending money out of the country and has a balance of trade deficit. Continued surpluses or deficits change the demand for the currency of a country and cause its value to float either upward or downward.The comparative advantage which exporting countries enjoy sometimes changes. If transportation costs increase or currency exchange rates change, it may become cheaper to produce the product in the market country, especially if large amounts are involved. Exporting companies sometimes set up subsidiaries in the market countries.The larger company is referred to as the parent company. Some countries have laws restricting the foreign ownership of factories or other production facilities, while others encourage foreign investment. A large company that sets up production facilities in several different countries is referred to as a multinational. Multinational corporations develop a global philosophy ofmanagement, marketing and production, they choose to operate in those countries that afford them comparative advantages.国际贸易很多国家都意识到国际贸易的益处。
Starting as low-income economies in the 1960s, a few economies in East Asia managed,in a few decades, to bridge all or nearly all of the income gap that separated them from the high-income economies of the Organisation for Economic Co-operation and Development (OECD).Meanwhile many other developing economies stagnated .What made the difference?One way to grow is by developing hitherto unexploited land.Another is to accumulate physical capital:roads, factories, telephone networks.A third is to expand the labor force and increase its education and training.But Hong Kong (China) and Singapore had almost no land.They did invest heavily in physical capital and in educating their populations,but so did many other economies.During the 1960s through the 1980s the Soviet Union accumulated more capital as a share of its gross domestic product (GDP) than did Hong Kong (China), the Republic of Korea, Singapore, or Taiwan (China).And it increased the education of its population in no trivial measure. Yet the Soviets generated far smaller increases in living standards during that period than did these four East Asian economies.Perhaps the difference was that the East Asian economies did not build, work, and grow harder so much as they built, worked, and gr ew smarter.Could knowledge, then, have been behind East Asia’s surge ?If so, the implications are enormous,for that would mean that knowledge is the key to development—that knowledge is development.How important was knowledge for East Asia’s growt h spurt ?This turned out not to be an easy question to answer.The many varieties of knowledge combine with its limited marketability to present a formidable challenge to anyone seeking to evaluate the effect of knowledge on economic growth.How, after all, does one put a price tag on and add up the various types of knowledge?What common denominator lets us sum the knowledge that firms use in their production processes; the knowledge that policymaking institutions use to formulate, monitor, and evaluate policies; the knowledge that people use in their economic transactions and social interactions?What is the contribution of books and journals, of R&D spending, of the stock of information and communications equipment, of the learning and know-how of scientists, engineers, and students? Compound ing the difficulty is the fact that many types of knowledge are accumulated and exchanged almost exclusively within networks, traditional groups, and professional associations.That makes it virtually impossible to put a value on such knowledge.Reflecting these difficulties in quantify ing knowledge,efforts to evaluate the aggregate impact of knowledge on growth have often proceeded indirectly, by postulat ing that knowledge explains the part of growth that cannot be explained by the accumulation of tangible and identifiable factors, such as labor or capital.The growth not accounted for by these factors of production—the residual in the calculation—is attributed to growth in their productivity, that is, using the other factors smarter, through knowledge.This residual is sometimes called the Solow residual, after the economist Robert M. Solow,who spearheaded the approach in the 1950s,and what it purports to measure is conventionally called total factor productivity (TFP) growth.Some also call the Solow residual a measure of our ignorance ,because it represents what we cannot account for. Indeed, we must be careful not to attribute all of TFP growth to knowledge,or there may be other factors lurking in the Solow residual.Many other things do contribute to growth—institutions are an example—but are not reflected in the contributions of the more measurable factors.Their effect is (so far) inextricably woven into TFP growth.In early TFP analyses,physical capital was modeled as the only country-specific factor that could be accumulated to better people’s lives.Technical progress and other intangible factors were said to be universal, equally available to all people in all countries,and thus could not explain growth differencesbetween countries.Their contributions to growth were lumped with the TFP growth numbers.Although this assumption was convenient, it quickly became obvious that physical capital was not the only factor whose accumulation drove economic growth. A study that analyzed variations in growth rates across a large number of countries showed that the accumulation of physical capital explained less than 30 percent of those variations.The rest—70 percent or more—was attributed directly or indirectly to the intangible factors that make up TFP growth (Table 1.1).Later attempts introduced human capital to better explain the causes of economic growth.A higher level of education in the population means that more people can learn to use better technology. Education was surely a key ingredient in the success of four of the fastest-growing East Asian economies: Hong Kong (China), the Republic of Korea, Singapore, and Taiwan (China). Before their transformation from developing into industrializing economies, their school enrollment rates had been much higher than those of other developing countries (Table 1.2).They had also emphasized advanced scientific and technical studies—as measured by their higher ratios of students in technical fields than in even some industrial countries—thus enhancing their capacity to import sophisticated technologies.Moreover, the importance of education for economic growth had long been recognized and established empirically .One study had found that growth in years of schooling explained about 25 percent of the increase in GDP per capita in the United States between 1929 and 1982.Adding education reduced the part of growth that could not be explained,thus shrinking the haystack in which TFP growth (and knowledge) remained hidden.Some analysts even concluded, perhaps too quickly,that physical and human capital, properly accounted for, explained all or virtually all of the East Asian economies’ rapid growth,leaving knowledge as a separate factor out of the picture.One re ason these analysts came up with low values for TFP growth is that they incorporated improvements in labor and equipment into their measurement of factor accumulation.So even their evidence of low TFP growth in East Asia does not refute the importance of closing knowledge gaps.Indeed, it shows that the fast-growing East Asian economies had a successful strategy to close knowledge gaps:by investing in the knowledge embodi ed in physical capital, and by investing in people and institutions to enhance the capability to absorb and use knowledge.Looking beyond East Asia,other growth accounting studies have examined larger samples of countries.Even when human capital is accounted for,the unexplained part of growth remains high.One such study, of 98 countries with an unweighted average growth rate of output per worker of 2.24 percent,found that 34 percent (0.76 percentage point) of that growth came from physical capital accumulation,20 percent (0.45 percentage point) from human capital accumulation,and as much as 46 percent (just over 1 percentage point) from TFP growth.Even more remains to be explained in variations in growth rates across countries. The same study found the combined role of human and physical capital to be as low as 9 percent, leaving the TFP residual at a staggering 91 percent.To take another example:Korea and Ghana had similarly low incomes per capita in the 1950s,but by 1991 Korea’s income per capita was more than seven times Ghana’s.Much of that gap remains unexplained even when human capital is taken into account .All these results are subject to measurement problems.For example, the measured stock of human capital may overstate the actual quantity used in producing goods and services.High rates of school enrollment or attainment (years completed) may not translate into higher rates of economic growthif the quality of education is poor, or if educated people are not employed at their potential because of distortion s in the labor market.Moreover, it is now evident that education without openness to innovation and knowledge will notlead to economic development.The people of the former Soviet Union, like the people of the OECD countries and East Asia, were highly educated, with nearly 100 percent literacy .And for an educated population it is possible,through foreign direct investment and other means,to acquire and use information about the latest production and management innovations in other countries.But the Soviet Union placed severe restrictions on foreign investment, foreign collaboration, and innovation.Its work force did not adapt and change as new information became available elsewhere in the world, and consequently its economy suffered a decline.(excerpted from World Development Report 1998/1999)一些东亚国家在20世纪60年代还是低收入国家，但是在短短的几十年之间，他们成功地弥补了其与经济合作与发展组织（OECD）中高收入国家之间的差距；与此同时，也有许多发展中国家的经济停滞不前。
参考译文应对非法、不受管制和不作报告的捕捞(非法捕捞)的贸易措施1. 贸易措施正越来越多地被用来打击非法，未报告和无管制的捕捞（非法捕捞）。
这些措施的目的是防止非法捕捞所得的鱼和鱼产品进入国际市场。
日益严格的与贸易有关的措施往往伴随着重大的挑战，特别是对于发展中国家那些来自于小规模渔业的鱼和鱼产品。
无论发展中国家所提供的产品是否合法，由于缺乏资源和基础设施，他们往往不能参与到鱼和鱼产品的国际贸易中。
换句话说，合法来源的鱼和鱼产品也有可能被排除在国际贸易之外，因为他们不能实施与贸易措施相关的行政要求。
这也可能会为进口国的渔业加工部门带来问题，因为这些渔业加工部门依赖从发展中国家进口原材料来供应生产。
2. 非法捕捞已经成为一个全球性问题，并且发生在几乎所有范围内的捕捞渔业中，包括国家管辖海域到公海。
人们日益认识到，非法捕捞破坏一个国家和国际渔业养护和管理，甚至将导致资源枯竭，转而使得渔业部门不能满足这个国家以及全球经济的、社会的和环境的目标而且也会威胁到依靠捕鱼为生的人的生计。
最近的一项研究估计每年非法捕捞的成本约为100亿到235亿美元。
3. 针对非法捕捞的贸易措施会对源自非法捕捞的产品采取行动，会禁止从破坏渔业养护和管理的国家进口产品，会禁止缺乏所需合法文件的船只运货。
大约百分之三十七的全球渔业产量会进入国际贸易的流通，因此必须要执行国际法规或措施来确保国际贸易中所流通的鱼不是来自非法捕捞。
4. 应对非法捕捞的贸易措施主要是通过区域渔业管理组织（RFMOs）来执行。
可喜的是，应对非法捕捞的贸易措施已经在国家层面上开始执行由，比如说智利，美国和欧盟。
5. 智利2009年12月，智利对进口的水生物种或副产品引入新要求。
进口产品必须能提供证书来证明产品的合法来源以及证明被捕获的进口物种符合原产国的国家和国际条例。
对于渔业产品而言，用于生产的水生物种或原材料也必须依照上述规定。
6. 美国2007年1月以来，美国发布一份两年期报告来通报拥有从事非法捕捞的船只的国家。
大学英语精读 4部分汉译英翻译unit21. 比尔已是个成熟的小伙子,不再依赖父母替他作主。
Bill is a mature young man who is no longer dependent on his parents for decisions.2. 这个地区有大量肉类供应,但新鲜果蔬奇缺。
There are abundant supplies of meat in this region, but fresh fruit and vegetables are scarce. 3. 工程师们依靠工人们的智慧,发明了一种新的生产方法,使生产率得以提高。
Drawing on the wisdom of the workers, the engineers invented a new production method that led to increased productivity.4. 他花了许多时间准备数学考试,因此当他获知自己只得了个 B 时感到有点失望。
He spent a lot of time preparing for his math exam. Hence he was somewhat disappointed to learn that he got only a B.5. 我们有充裕的时间从从容容吃顿午饭。
We have ample time for a leisurely lunch.6. 地方政府不得不动用储备粮并采取其他紧急措施,以便渡过粮食危机。
The local government had to draw on its grain reserves and take other emergency measures so as to pull through the food crisis.unit61. 那位卫生部副部长一再强调把中西医结合起来是多么重要。
Unit 4 United We Stand?1991年12月，欧洲12个国家签署了具有历史意义的马斯特里赫特条约，并在这样做时，创造了现在被称为欧洲货币联盟（EMU）的单一货币贸易区。
马斯特里赫特条约概述了欧洲货币联盟的国家将用单一的货币---欧元取代它们各自货币的过程，欧元将由一个单一的欧洲央行控制。
1999年1月，各国货币与欧元之间的汇率都应当绝对固定，到2002年1月，国家货币都应该被完全淘汰。
然而，德国，法国和其他一些欧元区国家能够满足该时间期限，达到合约要求，但许多其他国家因为困难重重已经推迟了关于马斯特里赫特条约规定，可能无法按照合约时间固定汇率。
尽管多数欧洲政府官员目前都持乐观态度，但已经历过的困难并不预示着当前形式下的欧洲货币联盟有好的未来。
虽然目前的问题集中在控制政府赤字，以符合《马斯特里赫特条约》中的条件，但是近期发生的汇率危机对这项计划是否真正值得推行提出了质疑。
如果这些问题得不到解决，国家的经济不应该被强迫以适应马斯特里赫特的条件和武断的时间期限，因为这样的行动只会造成不必要的经济混乱。
货币统一目前的延迟是必要的；更谨慎将符合欧洲人民的最佳利益。
为什么要货币联盟为了正确评估欧洲货币联盟所面临的困境，必须仔细分析尤其要注意当前系统的经济成本和效益。
目前每个国家都有不同的货币，相对货币价值趋于波动，除非受限于人工的国际协议。
货币波动的发生有多种原因，最重要的即国家经常扩大或减少流通的货币量。
货币供应量的增加会迫使货币贬值，较低的汇率增加出口，以提高经济的总产出。
货币紧缩会导致相反的效果，也趋于降低通货膨胀。
因此，欧洲央行目前使用的货币供应量的控制，以保持国家的通货膨胀率很低，扩大了陷入衰退的国家经济的范围。
欧洲货币联盟的好处在于能消除存在多种货币带来的经济成本。
存在不同货币中最明显的成本是必须花费从一种货币转换为另一种货币的资源。
例如，如果一家德国公司的盈利法国法郎，它必须把法国法郎换成德国马克以支付其雇员。
1.我知道，不管发生什么情况，我都可以依靠兄弟的支持。
I knew I could rely on my brother to stand by me whatever happened.2.一般说来，年轻一代和老一辈不同，他们对现在而不是对过去更感兴趣。
但这两代人如果不互相尊重对方的需要，就都会遭受损失。
As a general rule, unlike the older generation, the younger generation tends to be more interested in the present rather than the past, but both generations will stand to lose if they do not respect the other’s needs.3.中国的书面文字是国家完整统一的一个重要因素。
The Chinese written language has been a major factor for integrating the whole nation.4.在中国的传统艺术和文学中，竹子和松树往往象征着道德上的正直和刚正不阿。
In traditional Chinese art and literature, the bamboo and the pine tree usually symbolize moral integrity and uprightness.5.女皇伊丽莎白一世统治英国45年。
在她统治时期，国家十分繁荣昌盛。
Queen Elizabeth 1 ruled England for 45 years, and the nation prospered under her rule.6.民主意味着多数人来统治；但不仅如此，尊重少数人反对的权利也是民主不可分的一部分。
这两条规则同等重要。
Thinking as a hobbyPreview31.那只是个口误，却让他丢了政府部门的工作。
2.当听到那所大学没有授予她儿子博士学位时，她的情绪一下低落了。
3.照片上我们看到她赛后自豪而满足地挥舞着国旗的样子。
4.电影遭禁演，因为他们声称其中含有令他们反感的反对他们种族的内容。
5.他和他的内阁成员讨论的时候，当然不会谈这些小事。
6.我的小小建议就写在这一小纸片上，请你见到她时给她。
7.有些人坚决反对，但大多数特洛伊人都决定要把那木马弄进城里。
他们永远没有想到这个怪物里面藏着敌人。
8.我觉得教师进课堂时应该穿得朴素些，你的这件衣服颜色稍显艳丽了。
（a trifle too loud trifle这里表示程度，“有一点，稍微”的意思；loud 除了声音大以外，还有“刺眼、招摇”的意思）Vocabulary11.bang the door 7. sink one’s head2.cheer His Majesty 8. symbolize the nation3.contemplate the statue 9. warm one’s hands4.devise a new method 10. ruin one’s health5.gain a reputation 11. play an important role6.inspire the people 12. settle the issue1.永恒的真理11. 狂热的（使人兴奋冲动的）爱国热情2.文件柜12. 无情的入侵者3.无稽之谈13. 首相4.违规行为14. 思维过程5.常客15. 国际联盟6.新鲜空气16. 一篇条理清楚的文章7.格调很高的独白（一个人唱高调）17. 一位口译好手8.一种固定的观点18. 一种不可阻挡的趋势/潮流9.言语障碍19. 烂苹果10.可怕的风21. was utterly disgusting2. was given to frequent shopping sprees3. saw the folly fell into the other fault cut down4. faint reel/walked unsteadily in anguish/miserably5. justify countered by saying If anything ruin6. vanish of itself combat put in its place7. stand by him/ support him/ back him up showed his open contempt and mockery to8. viewed symbolized in eternal panic lest9. dismiss lightly it might be Nazism all over again10. too much for few and far between few and far between31.I know I could rely on my brother to stand by me whatever happened.2.Normally/As a rule, the younger generation tends to be more interested in the present ratherthan the past unlike the older generation, but both generations will stand to lose if they do not respect the other’s needs.3.The Chinese written language has been a major factor for integrating the whole nation.4.In traditional Chinese art and literature, the bamboo and the pine tree always symbolize moralintegrity and uprightness.5.Queen Elizabeth I ruled England for 45 years, and the nation prospered under her rule.6.Democracy means that the majority rules. But that’s not all. Respect for minority’s right todisagree is also an integral part of democracy. The two rules are of equal importance.7. a nation cannot be strong unless it is well-integrated politically, economically, culturally aswell as geographically.8.The party was boring, so he slipped out of the room and went home. But the road was somuddy after the rain that he slipped and fell into a ditch.9.Her health was such that she would not dare to be exposed to the sun even in winter lest shegot sunstroke.10.I was drowning my sorrow one night in a small restaurant when he came over to me andslipped a roll of money in my hand.。
大学英语精读第四册课文翻译Unit 1两个大学男孩 不清楚赚钱需要付出艰苦的劳动 被一份许诺轻松赚大钱的广告吸引了。
男孩们很快就明白 如果事情看起来好得不像真的 那多半确实不是真的。
轻轻松松赚大钱约翰•G•哈贝尔“你们该看看这个 ”我向我们的两个读大学的儿子建议道。
“你们若想避免因为老是向人讨钱而有失尊严的话 这兴许是一种办法。
”我将挂在我们门把手上的、装在一个塑料袋里的几本杂志拿给他们。
塑料袋上印着一条信息说 需要招聘人投递这样的袋子 这活儿既轻松又赚钱。
“轻轻松松赚大钱!” “我不在乎失不失尊严 ”大儿子回答说。
“我可以忍受 ”他的弟弟附和道。
“看到你们俩伸手讨钱讨惯了一点也不感到尴尬的样子 真使我痛心 ”我说。
孩子们说他们可以考虑考虑投递杂志的事。
我听了很高兴 便离城出差去了。
午夜时分 我已远离家门 在一家旅馆的房间里舒舒服服住了下来。
电话铃响了 是妻子打来的。
她想知道我这一天过得可好。
“好极了!”我兴高采烈地说。
“你过得怎么样?”我问道。
“棒极了!”她大声挖苦道。
“真棒!而且这还仅仅是个开始。
又一辆卡车刚在门前停下。
”“又一辆卡车?”“今晚第三辆了。
第一辆运来了四千份蒙哥马利-沃德百货公司的广告 第二辆运来四千份西尔斯-罗伯克百货公司的广告。
我不知道这一辆装的啥 但我肯定又是四千份什么的。
既然这事是你促成的 我想你或许想了解事情的进展。
”我之所以受到指责 事情原来是这样 由于发生了一起报业工人罢工 通常夹在星期日报纸里的广告插页 必须派人直接投送出去。
公司答应给我们的孩子六百美金 任务是将这些广告插页在星期天早晨之前投递到四千户人家去。
“不费吹灰之力!”我们上大学的大儿子嚷道。
“六百块!”他的弟弟应声道 “我们两个钟点就能干完!”“西尔斯和沃德的广告通常都是报纸那么大的四页 ”妻子告诉我说 “现在我们门廊上堆着三万二千页广告。
就在我们说话的当儿 两个大个子正各抱着一大捆广告走过来。
这么多广告 我们可怎么办?”“你让孩子们快干 ”我指示说。
