國際經(jīng)貿(mào)高級英語-精讀與翻譯

內(nèi)容提要

本書是國際經(jīng)濟學(xué)和國際貿(mào)易學(xué)專業(yè)英語精讀與翻譯教材。全書共有課文20篇，主要選自美、英等國出版的最新經(jīng)濟學(xué)專著和刊物原文素材，內(nèi)容極為豐富，涉及一般經(jīng)濟學(xué)理論、國際金融、國際貿(mào)易、國際投資、企業(yè)管理、中國經(jīng)濟改革、中外經(jīng)濟關(guān)系等經(jīng)貿(mào)領(lǐng)域。同時，本書結(jié)合課文還配有詞組(包括專有名詞)的解釋，短語、句子和段落的中譯英，以培養(yǎng)學(xué)生的閱讀和翻譯能力。頗具特色的是：本書配套了專業(yè)英語的寫作訓(xùn)練，以提高學(xué)習者的英語寫作能力；本書在每篇課文后還配了補充閱讀材料，它們與課文有很大的相關(guān)性，拓展了讀者的閱讀面和理解深度。本書內(nèi)容新穎、選材精當、編排合理、重點突出，既可作為高等學(xué)校經(jīng)濟、貿(mào)易、金融、管理等學(xué)科的專業(yè)英語教材，或作為任何涉外經(jīng)濟工作者的英語自學(xué)課本，也可以作為準備和參加博士生專業(yè)英語(經(jīng)管類)考試的參考讀物。第一頁第二頁，共26頁。UnitOne

KnowledgeandEconomicGrowthTEXT

Startingaslow-incomeeconomiesinthe1960s,afeweconomiesinEastAsiamanaged,inafewdecades,tobridgeallornearlyalloftheincomegapthatseparatedthemfromthehigh-incomeeconomiesoftheOrganisationforEconomicCo-operationandDevelopment(OECD).Meanwhilemanyotherdevelopingeconomiesstagnated.第二頁第三頁，共26頁。UnitOne

KnowledgeandEconomicGrowthWhatmadethedifference?Onewaytogrowisbydevelopinghithertounexploitedland.Anotheristoaccumulatephysicalcapital:roads,factories,telephonenetworks.Athirdistoexpandthelaborforceandincreaseitseducationandtraining.ButHongKong(China)andSingaporehadalmostnoland.Theydidinvestheavilyinphysicalcapitalandineducatingtheirpopulations,butsodidmanyothereconomies.Duringthe1960sthroughthe1980stheSovietUnionaccumulatedmorecapitalasashareofitsgrossdomesticproduct(GDP)thandidHongKong(China),theRepublicofKorea,Singapore,orTaiwan(China).Anditincreasedtheeducationofitspopulationinnotrivialmeasure.YettheSovietsgeneratedfarsmallerincreasesinlivingstandardsduringthatperiodthandidthesefourEastAsianeconomies.第三頁第四頁，共26頁。UnitOne

KnowledgeandEconomicGrowthPerhapsthedifferencewasthattheEastAsianeconomiesdidnotbuild,work,andgrowhardersomuchastheybuilt,worked,andgrewsmarter.Couldknowledge,then,havebeenbehindEastAsia’ssurge?Ifso,theimplicationsareenormous,forthatwouldmeanthatknowledgeisthekeytodevelopment—thatknowledgeisdevelopment.HowimportantwasknowledgeforEastAsia’sgrowthspurt?Thisturnedoutnottobeaneasyquestiontoanswer.Themanyvarietiesofknowledgecombinewithitslimitedmarketabilitytopresentaformidablechallengetoanyoneseekingtoevaluatetheeffectofknowledgeoneconomicgrowth.第四頁第五頁，共26頁。UnitOne

KnowledgeandEconomicGrowthHow,afterall,doesoneputapricetagonandaddupthevarioustypesofknowledge?Whatcommondenominatorletsussumtheknowledgethatfirmsuseintheirproductionprocesses;theknowledgethatpolicymakinginstitutionsusetoformulate,monitor,andevaluatepolicies;theknowledgethatpeopleuseintheireconomictransactionsandsocialinteractions?Whatisthecontributionofbooksandjournals,ofR&Dspending,ofthestockofinformationandcommunicationsequipment,ofthelearningandknowhowofscientists,engineers,andstudents?Compoundingthedifficultyisthefactthatmanytypesofknowledgeareaccumulatedandexchangedalmostexclusivelywithinnetworks,traditionalgroups,andprofessionalassociations.Thatmakesitvirtuallyimpossibletoputavalueonsuchknowledge.第五頁第六頁，共26頁。UnitOne

KnowledgeandEconomicGrowth

Reflectingthesedifficultiesinquantifyingknowledge,effortstoevaluatetheaggregateimpactofknowledgeongrowthhaveoftenproceededindirectly,bypostulatingthatknowledgeexplainsthepartofgrowththatcannotbeexplainedbytheaccumulationoftangibleandidentifiablefactors,suchaslabororcapital.Thegrowthnotaccountedforbythesefactorsofproduction—theresidualinthecalculation—isattributedtogrowthintheirproductivity,thatis,usingtheotherfactorssmarter,throughknowledge.ThisresidualissometimescalledtheSolowresidual,aftertheeconomistRobertM.Solow,whospearheadedtheapproachinthe1950s,andwhatitpurportstomeasureisconventionallycalledtotalfactorproductivity(TFP)growth.SomealsocalltheSolowresidualameasureofourignorance,becauseitrepresentswhatwecannotaccountfor.Indeed,wemustbecarefulnottoattributeallofTFPgrowthtoknowledge,fortheremaybeotherfactorslurkingin第六頁第七頁，共26頁。UnitOne

KnowledgeandEconomicGrowth

theSolowresidual.Manyotherthingsdocontributetogrowth—institutionsareanexample—butarenotreflectedinthecontributionsofthemoremeasurablefactors.Theireffectis(sofar)inextricablywovenintoTFPgrowth.InearlyTFPanalyses,physicalcapitalwasmodeledastheonlycountry-specificfactorthatcouldbeaccumulatedtobetterpeople’slives.Technicalprogressandotherintangiblefactorsweresaidtobeuniversal,equallyavailabletoallpeopleinallcountries,andthuscouldnotexplaingrowthdifferencesbetweencountries.TheircontributionstogrowthwerelumpedwiththeTFPgrowthnumbers.Althoughthisassumptionwasconvenient,itquicklybecameobviousthatphysicalcapitalwasnottheonlyfactorwhoseaccumulationdroveeconomicgrowth.Astudythatanalyzedvariationsingrowthratesacrossalargenumberofcountriesshowedthattheaccumulationofphysicalcapitalexplainedlessthan30percentofthosevariations.Therest—70percentormore—wasattributeddirectlyorindirectlytotheintangiblefactorsthatmakeupTFPgrowth(Table1.1).第七頁第八頁，共26頁。UnitOne

KnowledgeandEconomicGrowthLaterattemptsintroducedhumancapitaltobetterexplainthecausesofeconomicgrowth.Ahigherlevelofeducationinthepopulationmeansthatmorepeoplecanlearntousebettertechnology.EducationwassurelyakeyingredientinthesuccessoffourofthefastestgrowingEastAsianeconomies:HongKong(China),theRepublicofKorea,Singapore,andTaiwan(China).Beforetheirtransformationfromdevelopingintoindustrializingeconomies,theirschoolenrollmentrateshadbeenmuchhigherthanthoseofotherdevelopingcountries(Table1.2).Theyhadalsoemphasizedadvancedscientificandtechnicalstudies—asmeasuredbytheirhigherratiosofstudentsintechnicalfieldsthaninevensomeindustrialcountries—thusenhancingtheircapacitytoimportsophisticatedtechnologies.Moreover,theimportanceofeducationforeconomicgrowthhadlongbeenrecognizedandestablishedempirically.Onestudyhadfoundthatgrowthinyearsofschoolingexplainedabout25percentoftheincreaseinGDPpercapitaintheUnitedStatesbetween1929and1982.第八頁第九頁，共26頁。UnitOne

KnowledgeandEconomicGrowth

Addingeducationreducedthepartofgrowththatcouldnotbeexplained,thusshrinkingthehaystackinwhichTFPgrowth(andknowledge)remainedhidden.Someanalystsevenconcluded,perhapstooquickly,thatphysicalandhumancapital,properlyaccountedfor,explainedallorvirtuallyalloftheEastAsianeconomies’rapidgrowth,leavingknowledgeasaseparatefactoroutofthepicture(Box1.2).OnereasontheseanalystscameupwithlowvaluesforTFPgrowthisthattheyincorporatedimprovementsinlaborandequipmentintotheirmeasurementoffactoraccumulation.SoeventheirevidenceoflowTFPgrowthinEastAsiadoesnotrefutetheimportanceofclosingknowledgegaps.Indeed,itshowsthatthefast-growingEastAsianeconomieshadasuccessfulstrategytocloseknowledgegaps:byinvestingintheknowledgeembodiedinphysicalcapital,andbyinvestinginpeopleandinstitutionstoenhancethecapabilitytoabsorbanduseknowledge.

第九頁第十頁，共26頁。UnitOne

KnowledgeandEconomicGrowthLookingbeyondEastAsia,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).第十頁第十一頁，共26頁。UnitOne

KnowledgeandEconomicGrowthAlltheseresultsaresubjecttomeasurementproblems.Forexample,themeasuredstockofhumancapitalmayoverstatetheactualquantityusedinproducinggoodsandservices.Highratesofschoolenrollmentorattainment(yearscompleted)maynottranslateintohigherratesofeconomicgrowthifthequalityofeducationispoor,orifeducatedpeoplearenotemployedattheirpotentialbecauseofdistortionsinthelabormarket.Moreover,itisnowevidentthateducationwithoutopennesstoinnovationandknowledgewillnotleadtoeconomicdevelopment.ThepeopleoftheformerSovietUnion,likethepeopleoftheOECDcountriesandEastAsia,werehighlyeducated,withnearly100percentliteracy.Andforaneducatedpopulationitispossible,throughforeigndirectinvestmentandothermeans,toacquireanduseinformation第十一頁第十二頁，共26頁。UnitOne

KnowledgeandEconomicGrowthaboutthelatestproductionandmanagementinnovationsinothercountries.ButtheSovietUnionplacedsevererestrictionsonforeigninvestment,foreigncollaboration,andinnovation.Itsworkforcedidnotadaptandchangeasnewinformationbecameavailableelsewhereintheworld,andconsequentlyitseconomysufferedadecline.

(excerptedfromWorldDevelopmentReport1998/1999)第十二頁第十三頁，共26頁。UnitOne

KnowledgeandEconomicGrowthExercisesⅠ.TranslatethefollowingintoEnglish,usingthewordsorphrasesinthetext:1.對經(jīng)濟增長必不可少的實物資本的積累theaccumulationofphysicalcapitalindispensabletoeconomicgrowth2.引進國外的先進設(shè)備和技術(shù)訣竅toimportadvancedequipmentandknow-howfromabroad3.占世界技術(shù)貿(mào)易總量90%的許可證貿(mào)易

licensetradeaccountingfor90percentofthetotalvolumeoftheworld’stradeoftechnology第十三頁第十四頁，共26頁。UnitOne

KnowledgeandEconomicGrowth4.經(jīng)濟發(fā)展中所反映出來的人力資本的匱乏5.高科技對產(chǎn)業(yè)調(diào)整的重大影響thegreatimpactofhightechnologyontheadjustmentofindustries6.推動經(jīng)濟增長的關(guān)鍵因素keyfactorsdrivingeconomicgrowth7.從一個農(nóng)業(yè)國向工業(yè)國的轉(zhuǎn)型

thetransformationfromanagriculturalnationintoanindustrialonelackofhumancapitalreflectedineconomicdevelopment第十四頁第十五頁，共26頁。UnitOne

KnowledgeandEconomicGrowth8.構(gòu)成全要素生產(chǎn)率增長的有形和無形因素9.隱藏在技術(shù)進步之后的教育系統(tǒng)的改善theimprovementofeducationalsystemslurkingintechnologicalprogress10.該產(chǎn)業(yè)中資本與勞動力的比率theratioofcapitaltolabourinthisindustry11.增加勞動力數(shù)量并提高其教育培訓(xùn)程度

expandthelabourforceandincreaseitseducationandtrainingthetangibleandintangiblefactorsmakingupthetotalfactorproductivitygrowth第十五頁第十六頁，共26頁。UnitOne

KnowledgeandEconomicGrowth12.研發(fā)部門在跨國公司經(jīng)營中的作用13.一份對多國技術(shù)進步情況進行分析的報告

astudyreportanalyzingvariationsintechnicalprogressacrossalargenumberofcountries14.把計量和模型結(jié)合引入經(jīng)濟分析toincorporatequantityandmodelsintoeconomicanalysis15.發(fā)達國家和發(fā)展中國家在收入上的巨大差距greatgapinincomesbetweendevelopedanddevelopingnationstheroleoftheR&Ddepartmentintheoperationsofmultinationalcorporations第十六頁第十七頁，共26頁。UnitOne

KnowledgeandEconomicGrowthⅡ.TranslatethefollowingsentencesintoEnglish:1.不少經(jīng)濟學(xué)家認為，像香港、新加坡這樣土地稀少的地區(qū)，其經(jīng)濟的快速發(fā)展應(yīng)該主要歸功于教育程度的提高。在此基礎(chǔ)上，經(jīng)濟學(xué)家們得出了結(jié)論：知識是這些國家或地區(qū)經(jīng)濟發(fā)展的主要因素。(attributeto)

Manyeconomistsattributedtherapideconomicgrowthrateofsomeland-desiringareas,suchasHongKongandSingapore,totheenhancementofeducationallevelsoftheirpopulations.Basedonthis,theydrewtheirconclusionthatknowledgeisthekeytotheireconomicdevelopment.第十七頁第十八頁，共26頁。UnitOne

KnowledgeandEconomicGrowth2.60年代，日本在從發(fā)達國家大量引進尖端技術(shù)和技術(shù)訣竅的基礎(chǔ)上，進行了大規(guī)模的經(jīng)濟擴張活動，使日本的經(jīng)濟在短短的20年間迅速趕上了世界先進水平。(know-how)

Inthe1960s,onthebasisofimportingmuchsophisticatedtechnologyandKnow-howfromdevelopedcountries,Japanexpandeditseconomyonalargescale,enablingitseconomytokeepupwiththemostadvancedleveloftheworldinashortperiodof20years.第十八頁第十九頁，共26頁。UnitOne

KnowledgeandEconomicGrowth3.新經(jīng)濟理論的發(fā)展給統(tǒng)計學(xué)提出了許多課題，例如，高就學(xué)率并不意味著經(jīng)濟的高增長率，如果教育質(zhì)量很差，或受過教育的人們在一個扭曲的勞動力市場上不能人盡其用的話。(beemployedatone’spotential;translateinto)

Thedevelopmentofneweconomictheorieshasraisedmanysubjectstostatistics.Forexample,highratesofschoolenrollmentmaynottranslateintohighratesofeconomicgrowthifthequalityofeducationispoor,orifeducatedpeoplearenotemployedattheirpotentialbecauseofdistortioninthelabormarket.第十九頁第二十頁，共26頁。UnitOne

KnowledgeandEconomicGrowth4.1994年，在經(jīng)過長期研究之后，著名經(jīng)濟學(xué)家克魯格曼發(fā)表了一份對多國技術(shù)進步情況調(diào)查的報告。他指出，亞洲的經(jīng)濟不是建立在技術(shù)進步的基礎(chǔ)上，所以含有很多泡沫。3年后爆發(fā)的東南亞經(jīng)濟危機證實了他的猜想。(variationsintechnicalprogress)

In1994,afteralongperiodofresearch,thefamouseconomistKrugmanpresentedastudyreportanalyzingvariationsintechnicalprogressacrossalargenumberofcountries.HesaidinthereportthattheeconomicdevelopmentofAsiawasnotbasedontheprogressoftechnology,sotheeconomycontainedmuchfoam.Threeyearslater,thesuddenbreak-outofSoutheastAsianeconomiccrisisverifiedhi