Mind Craft flyer doc tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vực kinh tế...
UNIT 4: IN THE MIND’S EYE 1 LISTENING 1. picture /’/ noun [count] a drawing, painting, or photograph: bức tranh I noticed a picture on the dining room wall. picture of: She showed me a picture of the house where she was born. draw/paint a picture: She asked children to draw pictures of their family. picture (verb) [transitive] to imagine something: tưởng tượng Try to picture what life was like back in those days. picture someone/yourself doing something: I pictured myself lying in the sun, a cool drink in my hand. picture someone/something as something: It was hard to picture him as a responsible husband and father. 2. memory /‘/ noun 1 [count] something that you remember: ký ức The memory of that night is still clear in his mind. memory of: I don’t have many good memories of my school days. 2 [singular] the ability to remember things: trí nhớ a memory test He searched his memory but couldn’t recall where he’d seen her before. memorize /’/ verb [transitive] to learn something so that you remember it perfectly: ghi nhớ, học thuộc In school we had to memorize Rudyard Kipling’s poem If. memorise /’/ a British spelling of memorize memorial /’/ adjective [only before noun] a memorial object, event, or prize is created to honor someone who has died: tưởng niệm, kỷ niệm a memorial garden for those who died in the war 3. ruin /’/ verb [transitive] to destroy or severely damage something: làm hỏng, làm tan nát You’ll completely ruin the flowers if you touch them. Any kind of dishonest dealing will ruin his career. ruin noun [count or uncount] the state of something that has been destroyed or severely damaged: sự đổ nát in ruins: Last month saw his dreams shattered and his business in ruins. 4. gone // adjective [never before noun] someone who is gone is no longer present in a place: đi khỏi I’ll be gone for about half an hour. Bob and his family have been gone about six months now. 5. decoration /,’/ noun [count] something nice that you put on or in something else to make it look more attractive: vật dung để trang trí Dad was putting up the Christmas decorations. decorate /’ / verb [transitive] to make something look more attractive by putting nice things on it or in it: trang hòang, trang trí Have you decorated your Christmas tree yet? decorate something with something: The room had been decorated with balloons. decorator noun [count] người trang trí nội thất decorative /’/ [adjective] intended to look attractive rather than be useful: dùng để trang trí, làm cái gì trông đẹp (hơn lên) a decorative border/motif The lighting in the room is functional as well as decorative. 6. realize /’/ verb [transitive] to gradually begin to understand something that you did not know or notice before: nhận thức được, hiểu ra I soon realized my mistake. realize (that): It was some time before he realized he’d offended them. realization /,’ / noun [singular or uncount] the process of understanding something, or the moment when this happens. Then came the sudden realization that he was in love with her. 1 7. come over phrasal verb [intransitive] to visit someone in the place where they are, especially their house: đến thăm Why don’t you come over for dinner? come over to: Come over to my place and we’ll discuss it. 8. recognize /’ / verb [transitive not usually progressive] to know who the person is, or what the thing is that you are seeing, hearing, etc. because you have seen, heard, etc. them before: nhận ra I hardly recognized you with a beard! I recognized the house from your description. recognition /,’ / noun [uncount] the ability to recognize a person or thing. She looked at me without a Mind Craft Strengthen Your Social Mind! A group for young adults What is it? This is a group for people wanting to strengthen their social mind Together we will work on • improving recognition and understanding of emotions and non verbal communication in ourselves and others (Think Dr Cal Lightman in Lie to Me!) • developing perspective taking - understanding the thoughts feelings and intentions of others • avoiding social thinking mistakes through techniques such as evidence testing • mastering social problem solving How it can help? It’s hoped the group can help you feel more confident in social situations, get along better with others and prevent the kinds of social thinking that can leave you feeling depressed and anxious What to expect? The group will have to members and will be facilitated by us (Beth Angus, Clinical Psychologist and Katherine Monson, Social Worker) Each week we will explore a new topic through teaching and activities The group will always meet at the Crisalida building but some weeks we will venture out to locations nearby How to refer: To find out more or express your interest please phone Marisa at Crisalida on (03) 9481 1233 or email admin@crisalida.com.au Cost: $60 per session (Medicare rebate of $30 per session may apply) When: Mind Craft Group Module Description Tuesdays 6pm – 7.30pm (8 week group) Commencing Tuesday 22nd Jan Rationale: Where: Crisalida, 391A St Georges Rd, North Fitzroy [...]... membership, and once the negotiating process has been successfully completed.” Countries are expected to become full members by participating in European Parliament elections between 2004 and 2007 2 MIND YOUR MANNERS changed, none more dramatically than Ireland, Spain, and Italy Privatization and deregulation have transformed sectors such as air transportation and telecommunications The personal computer,... want to manage it Working together is different from doing business together as buyer and seller It requires a deeper understanding of why people from different backgrounds behave the way they do 4 MIND YOUR MANNERS A frequent reaction to the different ways that other people do things is judgmental and condescending—“typical German/Italian/Brit”—or something much ruder Our reactions derive as much from... whose email addresses I could find and who were willing to respond Although some simple statistical tools were applied to order the results, the survey has no statistical validity and should not be 6 MIND YOUR MANNERS used in any form of academic research or policy making unless its basis is made clear Its sole purpose was to substantiate the anecdotal evidence collected in interviews for this book That... culture to which that person belongs The purpose of this book is not simply to identify cultural differences It is to identify which of those differences have a serious impact on the way we work 10 MIND YOUR MANNERS together It is based on a large number of anecdotes and impressions and judgments, ranging from the trivial to the profound Not that the trivial is unimportant: It can be a source of constant... The choice was motivated by… A qualified success, statement Our product is quite reliable Table a proposal We lucked out Actually she’s in Rome (Take a) look at this report I hear what you say 14 MIND YOUR MANNERS team and frequently dictates the play A coach in the UK has an entirely different role, that of trainer or tutor I have seen an American boss and his British staff in complete agreement about... appear evasive and unclear to direct speakers Those who use humor appear flippant to those who do not There are many other ways in which different communication styles can lead to misunderstanding 16 MIND YOUR MANNERS In some cultures (France, for instance) people speak more loudly than in others They may appear domineering to soft speakers (Turkey), who in turn seem uncommitted and unenthusiastic People... You need introductions, references, and time to develop personal relationships before getting down to business Hospitality and gift giving are an integral part of the courtship period, unlike in 18 MIND YOUR MANNERS northern countries where they belong to the honeymoon—is the Christmas gift in appreciation of last year’s business or in anticipation of next year’s? Northerners find it difficult to understand... combine to create four basic modes: responsive, reflective, fugitive, and combative In responsive mode, open/forward, the person is actively accepting.This is the time to close the sale, ask for 20 MIND 370 Sergiu Hart Dov Samet, Ehud Lehrer, and Yossi Feinberg. Of these, three are cur- rently abroad—Kohlberg, Wesley, and Feinberg. Also, there are about 30 or 40 masters students. Each student is different. They are all great. In all cases I refused to do what some people do, and that is to write a doctoral thesis for the student. The student had to go and work it out by himself. In some cases I gave very difficult problems. Sometimes I had to backtrack and suggest different problems, because the student wasn’t making progress. There were one or two cases where a student didn’t make it—started working and didn’t make progress for a year or two and I saw that he wasn’t going to be able to make it with me. I informed him and he left. I always had a policy of taking only those students who seemed very, very good. I don’t mean good morally, but capable as scientists and spe- cifically as mathematicians. All of my students came from mathematics. In most cases I knew them from my classes. In some cases not, and then I looked carefully at their grades and accepted only the very best. I usually worked quite closely with them, meeting once a week or so at least, hearing about progress, making suggestions, asking questions. When the final thesis was written I very often didn’t read it carefully. Maybe this is news to Professor Hart, maybe it isn’t. But by that time I knew the contents of the work because of the periodic meetings that we would have. Hart: Besides, you don’t believe anything unless you can prove it to yourself. Aumann: I read very little mathematics—only when I need to know. Then, when reading an article I say, “Well, how does one prove this?” Usually I don’t succeed, and then I look at the proof. But it is really more interesting to hear from the students, so, Professor Hart, what do you think? Hart: Most doctoral students want to finish their thesis and get out as soon as possible. Aumann’s students usually want to continue—up to a point, of course. This was one of the best periods in my life—being immersed in research and bouncing ideas back and forth with Professor Aumann; it was a very exciting period. It was very educating for my whole life. Having a good doctoral adviser is a great investment for life. There is a lot to say here, but it’s your interview, so I am making it very short. There are many stories among your students, who are still very close to one another. Next, how about your collaborators? Shapley, Maschler, Kurz, and Drèze are probably your major collaborators. Looking at your publica- tions I see many other coauthors—a total of 20—but usually they are more focused on one specific topic. ITEC15 8/15/06, 3:09 PM370 An Interview with Robert Aumann 371 Figure 15.7 At the GAMES 1995 Conference in honor of Aumann’s 65th birthday, Jerusalem, June 1995. From left to right: Abraham Neyman, Bob Aumann, John Nash, Reinhard Selten, Ken Arrow, and Sergiu Hart. Aumann: I certainly owe a lot to all those people. Collaborating with other people is a lot of work. It makes things a lot more difficult, because each person has his own angle on things and there are often disagree- ments on conceptual aspects. It’s not like pure mathematics, where there is a theorem and a proof. There may be disagreements about which theorem to include and which theorem not to include, but there is no room for substantive disagreement in a pure mathematics paper. Papers in game theory or in mathematical economics have large conceptual com- ponents, on which there often is quite substantial disagreement between the coauthors, which must be hammered out. I experienced this with all my coauthors. You and I have written several joint papers, Sergiu. There wasn’t too much disagreement about conceptual aspects there. Hart: The first of our joint papers [Aumann and Hart (1986)] was mostly mathematical, but over the last one [Aumann and Hart (2003)] there was some . . . perhaps not disagreement, but clarification of the con- cepts. The other two papers, 190 Perry Mehrling if the United States government thinks they don’t like this capital export, and they are going to tax it, then I am not going to borrow in the United States even if I can afford to pay the tax. It’s unsocial, it’s un- patriotic.” So it was a little bit like those other credit controls in 1980. A tax doesn’t really mimic the market. It had unanticipated expectations and market effects. In fact, you know, I had to learn that lesson twice. The interest equalization tax, while it tried to mimic the market, it really didn’t. What we tried to do with the credit controls in the eighties was the same. We tried to mimic the market, and we got a different kind of reaction. Mehrling: I want to finish here by talking about the issue of the independence of the Fed. I know that you had fights about this when you were at the Fed, and a lot of it was about maintaining independence from the government. I wonder if you would accept the idea that what this is really about is about having autonomy to take the long-term interest and the general interest, instead of the particular interest of the moment, or the particular interest of the group in power at the moment. Is this independence more than just keeping government from financing itself by printing money? Volcker: Oh, I think it’s more than that. The traditional root of this concern about independence is that the executive would use the money creation power to finance itself, but I think it is a general feeling that the money creation process, even if not directly financing government, pecu- liarly lends itself to abuse for short-term political purposes and the conse- quences are longer term. I don’t want to say you can’t trust the political process, because in some ways I trust the political process to delegate that authority to the Federal Reserve, to the central bank. It does have something to do with taking the longer-term view, sure, and not being corrupted, if that’s the right word, by very particular political pressures. It’s a grand question of money creation but also, to the extent the central bank has regulatory responsibility, banking regulation in particu- lar is susceptible to being politicized. I think it doesn’t work very well when it’s politicized as we see in some countries around the world today. The Federal Reserve does pretty well at avoiding that kind of political influence to the point that I almost never had any pressure from a congressman or senator to do something for a leading constituent, which is very unusual. I do have some kind of a grandiose view, not quite exactly what you say, that we need some public institutions that have integrity and are recognized to have integrity. People can respect them for their profes- sionalism and continuity and so forth. There is a certain scarcity of that in the United States, as well as other countries, today. I think it’s a ITEC08 8/15/06, 3:04 PM190 An Interview with Paul A. Volcker 191 national asset and that puts a very heavy responsibility on those institu- tions to behave in a way that deserves independence. It means they have to be operated with a special degree of competence, professionalism, and particularly integrity. It’s an extremely damaging thing in itself for a central bank to get caught up in politics and corruption. The central bank of Russia is pretty well destroyed by accusations, rightly or wrongly, that they are corrupt in the most egregious sense. As a result, I think Russia has lost an asset, an important institutional asset. They will need to rebuild, and it takes time. At the same time, you have to build in some accountability. But how do you get that balance of independence and accountability? It’s not so easy. Mehrling: Good place to end. Thank you. REFERENCE Neikirk, W.R. (1987) Volcker, Portrait of the Money Man. New York: Congdon and Weed. ITEC08 8/15/06, 3:04 PM191 192 James M. Poterba 9 An Interview with Martin Feldstein Interviewed by James M. Poterba MASSACHUSETTS INSTITUTE OF