根据下列文章,回答31~35题。The relationship between formal edu..

第1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.

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第2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3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4题

Not long thereafter, some East Asian economies began to __________ based on "narrower" export-led growth.

A、zoom ahead

B、zoom through

C、zoom in

D、zoom out

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第5题

根据下面材料,回答第 31~35 题: In 2010. a federal judge shook America's biotech indust

根据下面材料，回答第 31～35 题：

In 2010. a federal judge shook America's biotech industry to its core. Companies had won patents for isolated DNA for decades-by 2005 some 20% of human genes were parented. But in March 2010 a judge ruled that genes were unpatentable. Executives were violently agitated. The Biotechnology Industry Organisation (BIO), a trade group, assured members that this was just a “preliminary step” in a longer battle.

On July 29th they were relieved, at least temporarily. A federal appeals court overturned the prior decision, ruling that Myriad Genetics could indeed hold patents to two genes that help forecast a woman's risk of breast cancer. The chief executive of Myriad, a company in Utah, said the ruling was a blessing to firms and patients alike.

But as companies continue their attempts at personalised medicine, the courts will remain rather busy. The Myriad case itself is probably not over. Critics make three main arguments against gene patents: a gene is a product of nature, so it may not be patented; gene patents suppress innovation rather than reward it; and patents' monopolies restrict access to genetic tests such as Myriad's. A growing number seem to agree. Last year a federal task-force urged reform. for patents related to genetic tests. In October the Department of Justice filed a brief in the Myriad case, arguing that an isolated DNA molecule “is no less a product of nature... than are cotton fibres that have been separated from cotton seeds.”

Despite the appeals court's decision, big questions remain unanswered. For example, it is unclear whether the sequencing of a whole genome violates the patents of individual genes within it. The case may yet reach the Supreme Court.

AS the industry advances, however, other suits may have an even greater impact. Companies are unlikely to file many more patents for human DNA molecules - most are already patented or in the public domain .firms are now studying how genes interact, looking for correlations that might be used to determine the causes of disease or predict a drug’s efficacy. Companies are eager to win patents for ‘connecting the dots’, explains Hans Sauer, a lawyer for the BIO.

Their success may be determined by a suit related to this issue, brought by the Mayo Clinic, which the Supreme Court will hear in its next term. The BIO recently held a convention which included sessions to coach lawyers on the shifting landscape for patents. Each meeting was packed.

第 31 题 It can be learned from paragraph I that the biotech companies would like______

A．their executives to be active

B．judges to rule out gene patenting

C．genes to be patentable

D．the BIO to issue a warning

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第6题

It is generally recognized in the world that the second Gulf War in Iraq is a crucial test of high-speed Web. For decades, Americans have anxiously (1)_____ each war through a new communications (2)_____, from the early silent film of World War I to the 24-hour cable news (3)_____ of the first Persian Gulf War.

Now, (4)_____ bombs exploding in Baghdad, a sudden increase in wartime (5)_____ for online news has become a central test of the (6)_____ of high-speed Internet connections. It is also a good (7)_____ both to attract users to online media (8)_____ and to persuade them to pay for the material they find there, (9)_____ the value of the Cable News Network persuaded millions to (10)_____ to cable during the last war in Iraq.

(11)_____ by a steady rise over the last 18 months in the number of people with high-speed Internet (12)_____, now at more than 70 million in the United States, the Web sites of many of the major news organizations have (13)_____ assembled a novel collage(拼贴) of (14)_____ video, audio reports, photography collections, animated weaponry (15)_____, interactive maps and other new digital reportage.

These Internet services are (16)_____ on the remarkable abundance of sounds and images (17)_____ from video cameras (18)_____ on Baghdad and journalists traveling with troops. And they have found a (19)_____ audience of American office workers (20)_____ their computers during the early combat.

A．notified

B．publicized

C．followed

D．pursued

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第7题

For me, scientific knowledge is divided into mathematical sciences, natural sciences or sciences dealing with the natural world (physical and biological sciences), and sciences dealing with mankind (psychology, sociology, all the sciences of cultural achievements, every kind of historical knowledge).

Apart from these sciences is philosophy, about which we will talk later. In the first place, all this is pure or theoretical knowledge, sought only for the purpose of understanding, in order to fulfill the need to understand that is intrinsic and con-substantial to man. What distinguishes man from animals is that he knows and needs to know. If man did not know that the world existed, and that the world was of a certain kind, that he was in the world and that he himself was of a certain kind, he wouldn't be man. The technical aspects or applications of knowledge are equally necessary for man and are of the greatest importance, because they also contribute to defining him as man and permit him to pursue a life increasingly more truly human.

But even while enjoying the results of technical progress, man must defend the primacy and autonomy of pure knowledge. Knowledge sought directly for its practical applications will have immediate and foreseeable success, but not the kind of important result whose revolutionary scope is for the most part unforeseen, except by the imagination of the Utopians. Let me recall a well-known example. If the Greek mathematicians had not applied themselves to the investigation of conic section zealously and without the least suspicion that it might someday be useful, it would not have been possible centuries later to navigate far from shore. The first men to study the nature of electricity could not imagine that their experiments, carried on because of mere intellectual curiosity, 'would eventually lead to modern electrical technology, without which we can scarcely conceive of contemporary life.

Pure knowledge is valuable for its own sake, because the human spirit cannot resign itself to ignorance. But, in addition, it is the foundation for practical results that would not have been reached if this knowledge had not been sought disinterestedly.

The author does not include among the sciences the study of

A．literature.

B．chemistry.

C．astronomy.

D．anthropology.

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第8题

The word "diffuses" in Para. 3 is closest in meaning to ______.A.yieldsB.startsC.surfacesD

The word "diffuses" in Para. 3 is closest in meaning to ______.

A．yields

B．starts

C．surfaces

D．travels

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第9题

It is stated in paragraph 1 that construction of a new educational systemA.challeng

It is stated in paragraph 1 that construction of a new educational system

A．challenges economists and politicians.

B．takes efforts of generations.

C．demands priority from the government.

D．requires sufficient labor force.

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