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提问人:网友hf041018028 发布时间:2022-01-07
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When the United States and Korea(SOK) announced their new free-trade agreement last month,

When the United States and Korea(SOK) announced their new free-trade agreement last month, the news was mainly economic. The deal would give American farmers and bankers alike better access to Korean consumers and help Korean companies push more electronics, cars and textiles into the United States. Largely unreported was the political angle—the U.S.-Korea(SOK) free trade agreement comes at precisely the moment when America's military presence on the Korean Peninsula is rapidly diminishing, anti-U.S. nationalism in Korea(SOK) is growing and China is playing an ever more important leadership role in the region. This FTA is much more significant in strategic than economic terms.

It is the same about any number of trade deals in Asia these days. While free-trade agreements have always been somewhat political, solidifying national relationships, the use of FTAs in geopolitical jockeying(竞赛) is reaching new heights in East Asia. Since 1997, the number of FTAs in the region has risen from seven to 38. Last time we saw this sort of frenzied bilateral activity was back in the 1930s. That worries some economists, who fear that all the free-trade politicking will further erode an already beleaguered global trading system, and create a snowball effect of countermeasures.

It's no accident that the activity in the region has increased since 2004, which marked the beginning of a massive free trade agreement between China and the Association of Southeast Asian Nations. China offered countries like Laos and Cambodia an "early harvest", unilaterally opening up markets for hundreds of different kinds of agricultural products. That in turn helped smooth the way for a reduction in tension in hot spots like the disputed South China Sea territories. FTAs are becoming a key instrument for great-power diplomacy.

That worries rivals, who are rushing to find their own partners. The Japanese, for example, have always been cautious when it comes to bilateral agreements. Japanese Prime Minister Shinzo Abe recently announced a new push for more Japanese FTAs in the region. Meanwhile, the EU is trying desperately to push its way back into the region, recently announcing plans to negotiate its own deals with both South Korea and the ASEAN nations.

How will all the wheeling and dealing end? Not with more efficient trading. A recent map of Asian trade deals shows an increasingly complicated "spaghetti bowl" hindering broader global efforts to liberalize trade. Such deals have a disproportionately negative effect on small and medium-sized enterprises, representing as much as 80 percent of jobs in some parts of Asia. Already, the U.S.-Korea(SOK) deal is causing grousing(不满) in Japan, which would take a hit as Korean competitors no longer have. to deal with U.S. tariffs. Still, that probably won't turn the tide—the most important criterion in motivating a country to seek FTAs, well ahead of economic reform, was—surprise—politics.

By signing a new FTA with Korea(SOK), U.S. wishes to ______.

A.withdraw rapidly its military troops in Korea(SOK).

B.arouse pro-U.S. sentiments in Korea(SOK).

C.check the increasing significance of China there.

D.fulfill its magnifying global economic strategy.

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更多“When the United States and Korea(SOK) announced their new free-trade agreement last month,”相关的问题
第1题
Activity reports and progress reports are similar because they both summarize activities over a specified period. But a(n) __________ report summarizes general activities of a work group over a specified time period.
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第2题
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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 the 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.

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 begun 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 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.

第31题: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.

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第3题
根据下列文章,回答31~35题。The relationship between formal education and economic 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 building new educational systems there and 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 radically 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 derided as poorly educated and one of the 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.

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 begun 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 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.

第31题: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.

点击查看答案
第4题
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area 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 and 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 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 counterparts 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 ail, 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 to the forested 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 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

点击查看答案
第5题
The relationship between formal education and economic 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 it is, because building new educational systems there and 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 radically higher productivity and, as a result, radically higher standards of living.

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

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第6题
Suppose that a country experiences growth strongly biased toward its export, cloth,

A、this will tend to leave the country's terms of trade unchanged.

B、this will tend to improve the country's terms of trade.

C、this will increase the price of cloth relative to the imported good.

D、this will tend to worsen the country's terms of trade.

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第7题
Cet homme ________ beaucoup, mains il ne ________ rien d’intéressant.

A、dit parle

B、parle dit

C、dit dit

D、parle parle

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第8题
The new range of computers have ______ processing power.

A、imaginable

B、formidable

C、visible

D、understandable

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