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A) construct
B) reconstruct
C) construction
D)reconstruction
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更多“Economic ______ in the country must begin with the recoveringof agricultural product”相关的问题
第1题
听力原文：W: What do you think of the objective of monetary policies？
M: It is to maintain the stability of currency and thereby promote economic growth.
Q: What is the objective of monetary policies？
(12)
A．Expanding business.
B．Maintaining the stability of currency.
C．Decreasing economic growth.
D．Supervising the banking system.
第2题
Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in Paragraph 1 that the importance of education in poor countries ______.
A．is subject to groundless doubts
B．has fallen victim of bias
C．is conventionally downgraded
D．has been overestimated
第3题
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.
More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
31. The author holds in paragraph 1 that the important of education in poor countries ___________.
[A] is subject groundless doubts
[B] has fallen victim of bias
[C] is conventional downgraded
[D] has been overestimated
第4题
The relationship between formal education and e(‘onol11lc growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the
conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it. because new educational systems there an putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak.The U·S.workforce was.and poorly educated and one of primary cause of the poor U.S. economic performance. Japan was. And remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan. and Toyota achieved about 95 percent of the productivity of their
Japanese counterparts-a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic. development&39;？ We have to suspect that continuing economic growth promotes the development of education even when governments don&39;t force it. After all, that&39;s how education got started. When our ancestors were hunters and gatherers 10,000),ears ago, they didn&39;t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other thing.
As education improved, humanity&39;s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn&39;t constrain the ability of the developing world&39;s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn&39;t developing more quickly there than it is.
A major difference between the Japanese and U.S workforces is that__.
A.the Japanese workforce is better disciplined
B.the Japanese workforce is more productive
C.the U.S workforce has a better education
D.the U.S workforce is more organized
第5题
“Energy independence” and its rhetorical (修辞的) companion “energy security” are, however, slippery concepts that are rarely though through. What is it we want independence from, exactly？
Most people would probably say that they want to be independent from imported oil. But there are reasons that we buy all that old from elsewhere.
The first reason is that we need it to keep our economy running. Yes, there is a trickle(涓涓细流)of biofuel(生物燃料)available, and more may become available, but most biofuels cause economic waste and environmental destruction.
Second, Americans have basically decided that they don't really want to produce all their own oil. They value the environmental quality they preserve over their oil imports from abroad. Vast areas of the United States are off-limits to oil exploration and production in the name of environmental protection. To what extent are Americans really willing to endure the environmental impacts of domestic energy production in order to cut back imports？
Third, there are benefits to trade. It allows for economic efficiency, and when we buy things from places that have lower production costs than we do, we benefit. And although you don't read about this much, the United States is also a large exporter of oil products, selling about 2 million barrels of petroleum products per day to about 90 countries.
There is no question that the United States imports a great deal of energy and, in fact, relies on that steady flow to maintain its economy. When that flow is interrupted, we feel the pain in short supplies and higher prices, At the same time, we derive massive economic benefits when we buy the most affordable energy on the world market and when we engage in energy trade around the world.
61. What does the author say about energy independence for America？()
A.It sounds very attractive.
B.It ensures national security.
C.It will bring oil prices down.
D.t has long been everyone's dream.
62. What does the author think of biofuels？()
A.They keep America's economy running healthily.
B.They prove to be a good alternative to petroleum.
C.They do not provide a sustainable energy supply.
D.They cause serious damage to the environment.
63. Why does America rely heavily on oil imports？()
A.It wants to expand its storage of crude oil.
B.Its own oil reserves are quickly running out.
C.It wants to keep its own environment intact.
D.Its own oil production falls short of demand.
64. What does the author say about oil trade？()
A.It proves profitable to both sides.
B.It improves economic efficiency.
C.It makes for economic prosperity.
D.It saves the cost of oil exploration.
65. What is the author's purpose in writing the passage？()
A.To justify America's dependence on oil imports.
B.To arouse Americans' awareness of the energy crisis.
C.To stress the importance of energy conservation.
D.To explain the increase of international oil trade.
第6题
In its latest economic health check, the Washington-based Bank said tougher economic policies and the jump in commodity prices would slow the pace of world growth this year before a pick-up in activity in 2012.
The Bank predicted that global growth was on course to edge down from 3.8 percent in 2010 to 3.2 percent this year, then accelerate to 3.6 percent in 2012. It forecast that the pace of activity in high-income countries would slow from 2.7 percent in 2011 to 2.2 percent in 2012. Developing countries, which were responsible for almost half global growth in 2010, would expand by 6.3 percent this year, down from 7.3 percent in 2010.
The Bank warned that its forecasts could be over-optimistic should oil prices continue to rise. Brent crude (布伦特原油) was t
1If oil prices keep rising, the forecasted global economic growth rate could be __________.
A、increased to 3.6 percent
B、increased to 6.3 percent
C、reduced to 2.2 percent
D、slowed by 0.5 percent
2What has been causing oil prices to continue to increase？
A、Market uncertainty or unstable oil supply.
B、The global recession of 2008 and 2009.
C、Over-optimistic forecast for economic growth.
D、Agreement reached by the OPEC oil cartel.
3What problem(s) do developing countries need to strive to address？
A、The slow economic growth rate.
B、Poverty brought by high food prices.
C、Structural imbalances and inflation pressures.
D、Tensions coming from high-income countries.
4According to the World Bank, high food prices had been a result of ____________.
A、high oil prices and decreased oil production
B、high oil prices and poor crop harvest
C、tougher economic policies
D、rise in other commodity prices
5How does the World Bank sound in making the predictions about economic growth？
A、Worried.
B、Objective.
C、Indifferent.
D、Sympathetic
第7题
Questionsare based on the following passage．
Workers with skills in science， technology， engineering， and mathematics （STEM） are among the mmost in demand and highest paid．They are seen as key drivers of problem-solving and economic growth， who will help shape the future．And most of them are men．Nadya Fouad， a professor of educational psychology at the University of Wisconsin-Milwaukee， and her colleagues surveyed more than 5，000 women who had graduated from some of the top universities with engineering degrees over the past six decades．They found that 40 percent had either quit the field or never entered the profession in the first place．For more than two decades， women have accounted for about 20 percent of all engineering degrees．Yet fewer than 11 percent of all engineers are women．For the most part， Fouad found that what really pushed women out were uncivil workplace climates， the expectation to put in long hours of face time in the office， and the feeling that there was little opportunity to advance．Of the women who left the field less than five years ago， two-thirds pursued better opportunities in other fields——72 percent became either managers or executives．One-third said they stayed home with children because their companies didn"t settle work-life conflicts．
It is not about making the women more confident or anything．It"s really about the climate in the workplace， Fouad said．Even women who are staying consider leaving because they don"t have superior support．They don"t have training and development opportunities．And their colleagues are not civil to them， look down upon them， or talk behind their backs．The fmdings add weight and context to previous looks at why more women don"t go into or don"t stay in STEM fields．The previous studies tend
to explain that women aren"t "naturally" smart enough， and that these are careers for men．Furthermore， Fouad makes recommendations to create a good work environment．The problem should be recognized that women aren"t leaving just because they want to spend time with their children．They"re leaving because of the difficult workplace climate and lack of opportunity to advance．The company， starting from the managers， is supposed to invest in professional training which is beneficial to the women"s development and advance．
It is commonly believed that STEM workers__________． 查看材料
A.receive less salary compared with their skills
B.are helpful to promote economic development
C.are more than in demand
D.resolve driving problems
第8题
第16题：More and more young Europeans remain single because （）．
A．they are driven by an overwhelming sense of individualism
B．they have entered the workforce at a much earlier age
C．they have embraced a business culture of stability
D．they are pessimistic about their economic future
第9题
Another theory associated intergenerational living arrangements with inheritance 【C11】______ . In some cultures, the stem family pattern of inheritance overtakes. 【C12】______ this system, parents live with a married child, usually the oldest son, who then 【C13】______ their property when they die. The stem family system was once common in Japan, but changes in inheritance laws, 【C14】______ broader social changes brought 【C15】______ by industrialization and urbanization, have 【C16】______ the usage. In 1960 about 80% of Japanese over 65 lived with their children; by 1990 only 60% 【C17】______ — a figure that is still high 【C18】______ American standards, but which has been 【C19】______ steadily. In Korea, too, traditional living arrangements are 【C20】______ : the percentage of aged Koreans who live with a son declined from 77% in 1984 to 50% just 10 years later.
【C1】
A．about
B．after
C．for
D．over
第10题
Change, or the ability to (31) oneself to a changing environment is essential (32) evolution. The farmer whose land is required for housing or industry must adapt himself: he can transfer to another place and master the problems (33) to it; he can change his occupation, perhaps (34) a period of training; or he can starve to death. A nation which can't adapt its trade or defense requirements to (35) world conditions faces an economic and military disaster. Nothing is fixed and permanently stable. (36) must be movement forward, which is progress of a sort, and movement backward, which is decay and deterioration. In a changing world, tradition can be a force for good or for evil. (37) long as it offers a guide, it helps the ignorant and the uninformed to take a step (38) and, thereby adapt themselves to (39) circumstances. But if we make an idol of tradition, it ceases to be a guide. It becomes an obstacle (40) on the path of course. Man is to accept the help which tradition can give but to be well aware of its limitations in a changing world.A.change B.fit C.adapt D.adopt
