判断题
实际利率就是银行的挂牌利率。
发布日期：2020-12-11
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试题解析
实际利率
实际利率(Effective Interest Rate/Real interest rate) 是指剔除通货膨胀率后储户或投资者得到利息回报的真实利率。哪一个国家的实际利率更高，则该国货币的信用度更好，热钱向那里走的机会就更高。比如说，美元的实际利率在提高，美联储加息的预期在继续，那么国际热钱向美国投资流向就比较明显。投资的方式也很多，比如债券，股票，地产，古董，外汇……。其中，债券市场是对这些利率和实际利率最敏感的市场。可以说，美元的汇率是基本上跟着实际利率趋势来走的。
- 中文名
- 实际利率
- 指
- 真实利率
- 作用
- 比较重要的工具之一
- 外文名
- Effective Interest Rate/Real interest rate
- 基本上跟着
- 实际利率趋势来走的
银行
银行（Bank），是依法成立的经营货币信贷业务的金融机构，是商品货币经济发展到一定阶段的产物。银行是金融机构之一，银行按类型分为：中央银行、政策性银行、商业银行、专营机构、投资银行、世界银行，它们的职责各不相同。中央银行：即中国人民银行是我国的中央银行。国有政策性银行：包括中国进出口银行、中国农业发展银行、国家开发银行。国有商业银行：包括中国工商银行、中国农业银行、中国银行、中国建设银行、中国邮政储蓄银行、交通银行等。专营机构：指商业银行针对本行某一特定领域业务所设立的、有别于传统分支行的机构；投资银行：包括高盛集团、摩根士丹利、花旗集团、富国银行、瑞银集团、法国兴业银行等。世界银行：用于资助国家克服穷困，各机构在减轻贫困和提高生活水平的使命中发挥独特的作用。
- 中文名
- 银行
- 性质
- 金融机构
- 类型
- 中央银行、政策性银行、商业银行、专营机构、投资银行、世界银行等
- 外文名
- Bank
- 业务
- 经营
- 示例
- 中国银行
利率
利率是指一定时期内利息额与借贷资金额（本金）的比率。利率是决定企业资金成本高低的主要因素，同时也是企业筹资、投资的决定性因素，对金融环境的研究必须注意利率现状及其变动趋势。利率是指借款、存入或借入金额（称为本金总额）中每个期间到期的利息金额与票面价值的比率。借出或借入金额的总利息取决于本金总额、利率、复利频率、借出、存入或借入的时间长度。利率是借款人需向其所借金钱所支付的代价，亦是放款人延迟其消费，借给借款人所获得的回报。利率通常以一年期利息与本金的百分比计算。
- 中文名
- 利率
- 别名
- 利息率
- 缩写符号
- r
- 外文名
- interest rate
- 学科
- 经济学
- 制定单位
- 中央银行
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Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.Which of the following will be triggered by the assessment results according to the passage？
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