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 prebubble 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 automotiveassembly 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 countriesA．is subject to groundless doubts.B．has fallen victim of bias.C．is conventionally downgraded.D．has been overestimated.
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 prebubble 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 automotiveassembly 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.
相关考题：
It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force
The best title for the passage is _____.［A］ Education and Progress［B］ Old and New Social Norms［C］ New Education: Opportunities for More［D］ Demerits of Hierarchical Society
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 prebubble 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 automotiveassembly 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 countriesA．is subject to groundless doubts.B．has fallen victim of bias.C．is conventionally downgraded.D．has been overestimated.
Robert F.Kennedy once said that a country’s GDP measures“everything except that which makes life worthwhile.”With Britain voting to leave the European Union,and GDP already predicted to slow as a result,it is now a timely moment to assess what he was referring to.The question of GDP and its usefulness has annoyed policymakers for over half a century.Many argue that it is a flawed concept.It measures things that do not matter and miss things that do.By most recent measures,the UK’s GDP has been the envy of the Western World,with record low unemployment and high growth figures.If everything was going so so well,then why did over 17million people vote for Brexit,despite the warnings about what it could do to their country’s economic prospects?A recent annual study of countries and their ability to convert growth into well-being sheds some light on that question.Across the 163 countries measured,the UK is one of the poorest performers in ensuring that economic growth is translated into meaningful improvement for its citizens.Rather than just focusing on GDR over 40 different sets of criteria from health,education and civil society engagement have been measured to get a more rounded assessment of how countries are performing.While all of these countries face their own challenges,there are a number of consistent themes.Yes,there has been a budding economic recovery since the 2008 global crash,but in key indicators in areas such as health and education,major economies have continued to decline.Yet this isn't the case with all countries.Some relatively poor European countries have seen huge improvements across measures including civil society;income equality and the environment.This is a lesson that rich countries can learn:When GDP is no longer regarded as the sole measure of a country’s success,the world looks very different.So what Kennedy was referring to was that while GDP has been the most common method for measuring the economic activity of nations,as a measure,it is no longer enough.It does not include important factors such as environmental equality or education outcomes-all things that contribute to a person's sense of well-being.The sharp hit to growth predicted around the world and in the UK could lead to a decline in the everyday services we depend on for our well-being and for growth.But policymaker who refocus efforts on improving well-being rather than simply worrying about GDP figures could avoid the forecasted doom and may even see progress.In the last two paragraphs,the author suggests that____A.the UK is preparing for an economic boom.B.high GDP foreshadows an economic decline.C.it is essential to consider factors beyond GDP.D.it requires caution to handle economic issues.
The communications revolution has influenced both work and leisure and how we think and feel both about place and time,but there have been（ ）views about its economic,political,social and cultural implications.A.competitiveB.controversialC.distractingD.irrational
Text 3 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 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 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.35.According to the last paragraph,development of education__________.A.results directly from competitive environmentsB.does not depend on economic performanceC.follows improved productivityD.cannot afford political changes
Text 3 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 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 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.33.A major difference between the Japanese and U.S workforces is that__________.A.the Japanese workforce is better disciplinedB.the Japanese workforce is more productiveC.the U.S workforce has a better educationD.the U.S workforce is more organize
Robert F.Kennedy once said that a country’s GDP measures“everything except that which makes life worthwhile.”With Britain voting to leave the European Union,and GDP already predicted to slow as a result,it is now a timely moment to assess what he was referring to.The question of GDP and its usefulness has annoyed policymakers for over half a century.Many argue that it is a flawed concept.It measures things that do not matter and miss things that do.By most recent measures,the UK’s GDP has been the envy of the Western World,with record low unemployment and high growth figures.If everything was going so so well,then why did over 17million people vote for Brexit,despite the warnings about what it could do to their country’s economic prospects?A recent annual study of countries and their ability to convert growth into well-being sheds some light on that question.Across the 163 countries measured,the UK is one of the poorest performers in ensuring that economic growth is translated into meaningful improvement for its citizens.Rather than just focusing on GDR over 40 different sets of criteria from health,education and civil society engagement have been measured to get a more rounded assessment of how countries are performing.While all of these countries face their own challenges,there are a number of consistent themes.Yes,there has been a budding economic recovery since the 2008 global crash,but in key indicators in areas such as health and education,major economies have continued to decline.Yet this isn't the case with all countries.Some relatively poor European countries have seen huge improvements across measures including civil society;income equality and the environment.This is a lesson that rich countries can learn:When GDP is no longer regarded as the sole measure of a country’s success,the world looks very different.So what Kennedy was referring to was that while GDP has been the most common method for measuring the economic activity of nations,as a measure,it is no longer enough.It does not include important factors such as environmental equality or education outcomes-all things that contribute to a person's sense of well-being.The sharp hit to growth predicted around the world and in the UK could lead to a decline in the everyday services we depend on for our well-being and for growth.But policymaker who refocus efforts on improving well-being rather than simply worrying about GDP figures could avoid the forecasted doom and may even see progress.Which of the following is true about the recent annual study?A.It excludes GDP as an indicator.B.It is sponsored by 163 countries.C.Its criteria are questionable.D.Its results are enlightening.
Text 3 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 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 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.32.It is stated in Paragraph 1 that construction of a new education system__________.A.challenges economists and politiciansB.takes efforts of generationsC.demands priority from the governmentD.requires sufficient labor force
Text 3 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 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 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.34.The author quotes the example of our ancestors to show that education emerged__________.A.when people had enough timeB.prior to better ways of finding foodC.when people on longer went hungD.as a result of pressure on government
Robert F.Kennedy once said that a country’s GDP measures“everything except that which makes life worthwhile.”With Britain voting to leave the European Union,and GDP already predicted to slow as a result,it is now a timely moment to assess what he was referring to.The question of GDP and its usefulness has annoyed policymakers for over half a century.Many argue that it is a flawed concept.It measures things that do not matter and miss things that do.By most recent measures,the UK’s GDP has been the envy of the Western World,with record low unemployment and high growth figures.If everything was going so so well,then why did over 17million people vote for Brexit,despite the warnings about what it could do to their country’s economic prospects?A recent annual study of countries and their ability to convert growth into well-being sheds some light on that question.Across the 163 countries measured,the UK is one of the poorest performers in ensuring that economic growth is translated into meaningful improvement for its citizens.Rather than just focusing on GDR over 40 different sets of criteria from health,education and civil society engagement have been measured to get a more rounded assessment of how countries are performing.While all of these countries face their own challenges,there are a number of consistent themes.Yes,there has been a budding economic recovery since the 2008 global crash,but in key indicators in areas such as health and education,major economies have continued to decline.Yet this isn't the case with all countries.Some relatively poor European countries have seen huge improvements across measures including civil society;income equality and the environment.This is a lesson that rich countries can learn:When GDP is no longer regarded as the sole measure of a country’s success,the world looks very different.So what Kennedy was referring to was that while GDP has been the most common method for measuring the economic activity of nations,as a measure,it is no longer enough.It does not include important factors such as environmental equality or education outcomes-all things that contribute to a person's sense of well-being.The sharp hit to growth predicted around the world and in the UK could lead to a decline in the everyday services we depend on for our well-being and for growth.But policymaker who refocus efforts on improving well-being rather than simply worrying about GDP figures could avoid the forecasted doom and may even see progress.Which of the following is the best?for the text?A.High GDP But Inadequate Well-being,a UK lessonB.GDP figures,a Window on Global Economic HealthC.Robert F.Kennedy,a Terminator of GDPD.Brexit,the UK’s Gateway to Well-being
Robert F.Kennedy once said that a country’s GDP measures“everything except that which makes life worthwhile.”With Britain voting to leave the European Union,and GDP already predicted to slow as a result,it is now a timely moment to assess what he was referring to.The question of GDP and its usefulness has annoyed policymakers for over half a century.Many argue that it is a flawed concept.It measures things that do not matter and miss things that do.By most recent measures,the UK’s GDP has been the envy of the Western World,with record low unemployment and high growth figures.If everything was going so so well,then why did over 17million people vote for Brexit,despite the warnings about what it could do to their country’s economic prospects?A recent annual study of countries and their ability to convert growth into well-being sheds some light on that question.Across the 163 countries measured,the UK is one of the poorest performers in ensuring that economic growth is translated into meaningful improvement for its citizens.Rather than just focusing on GDR over 40 different sets of criteria from health,education and civil society engagement have been measured to get a more rounded assessment of how countries are performing.While all of these countries face their own challenges,there are a number of consistent themes.Yes,there has been a budding economic recovery since the 2008 global crash,but in key indicators in areas such as health and education,major economies have continued to decline.Yet this isn't the case with all countries.Some relatively poor European countries have seen huge improvements across measures including civil society;income equality and the environment.This is a lesson that rich countries can learn:When GDP is no longer regarded as the sole measure of a country’s success,the world looks very different.So what Kennedy was referring to was that while GDP has been the most common method for measuring the economic activity of nations,as a measure,it is no longer enough.It does not include important factors such as environmental equality or education outcomes-all things that contribute to a person's sense of well-being.The sharp hit to growth predicted around the world and in the UK could lead to a decline in the everyday services we depend on for our well-being and for growth.But policymaker who refocus efforts on improving well-being rather than simply worrying about GDP figures could avoid the forecasted doom and may even see progress.Robert F.Kennedy is cited because he_____A.praised the UK for its GDP.B.identified GDP with happiness.C.misinterpreted the role of GDP.D.had a low opinion of GDP.
Text 3 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 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 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.31.The author holds in paragraph 1 that the important of education in poor countries___________.A.is subject groundless doubtsB.has fallen victim of biasC.is conventional downgradedD.has been overestimated
Robert F.Kennedy once said that a country’s GDP measures“everything except that which makes life worthwhile.”With Britain voting to leave the European Union,and GDP already predicted to slow as a result,it is now a timely moment to assess what he was referring to.The question of GDP and its usefulness has annoyed policymakers for over half a century.Many argue that it is a flawed concept.It measures things that do not matter and miss things that do.By most recent measures,the UK’s GDP has been the envy of the Western World,with record low unemployment and high growth figures.If everything was going so so well,then why did over 17million people vote for Brexit,despite the warnings about what it could do to their country’s economic prospects?A recent annual study of countries and their ability to convert growth into well-being sheds some light on that question.Across the 163 countries measured,the UK is one of the poorest performers in ensuring that economic growth is translated into meaningful improvement for its citizens.Rather than just focusing on GDR over 40 different sets of criteria from health,education and civil society engagement have been measured to get a more rounded assessment of how countries are performing.While all of these countries face their own challenges,there are a number of consistent themes.Yes,there has been a budding economic recovery since the 2008 global crash,but in key indicators in areas such as health and education,major economies have continued to decline.Yet this isn't the case with all countries.Some relatively poor European countries have seen huge improvements across measures including civil society;income equality and the environment.This is a lesson that rich countries can learn:When GDP is no longer regarded as the sole measure of a country’s success,the world looks very different.So what Kennedy was referring to was that while GDP has been the most common method for measuring the economic activity of nations,as a measure,it is no longer enough.It does not include important factors such as environmental equality or education outcomes-all things that contribute to a person's sense of well-being.The sharp hit to growth predicted around the world and in the UK could lead to a decline in the everyday services we depend on for our well-being and for growth.But policymaker who refocus efforts on improving well-being rather than simply worrying about GDP figures could avoid the forecasted doom and may even see progress.It can be inferred from Paragraph 2 that____A.the UK is reluctant to remold its economic pattern.B.the UK will contribute less to the world economy.C.GDP as the measure of success is widely defied in the UK.D.policymakers in the UK are paying less attention to GDP.
When countries develop economically,people live longer lives.Development experts have long Delieved this is because having more money expands lifespan,but a massive new study suggests that education may play a bigger role.The finding has huge implications for public health spending.Back in 1975,economists plotted rising life expectancies against countries'wealth,and concluded that wealth itself increases longevity.It seemed self-evident:everything people need to be health from food to medical care--costs money But soon it emerged that the data didn't always fit that theory.Economic upturns didn’t always mean longer lives.In addition,for reasons that weren't clear,a given gain in gross domestic product（GDP）caused increasingly higher gains in life expectancy over time,as though it was becoming cheaper to add years of life.Me moreover,in the 1980s researchers found ga ins in literacy were associated with greater increases in life expectancy than gains in wealth were Finally,the more educated people in any country tend to live longer than their less educated compatriots.But such people also tend to be wealthier,so it has been difficult to untangle which factor is increasing lifespan Permanent change Wolfgang Lutz of the International Institute for Applied Systems Analysis in Vienna and colleagues have now done that by compiling average data on GDP per person,lifespans,and years of education from 174 countries,dating from 1970 to 2010 They found that,Just as in 1975,wealth correlated with longevity.But the correlation between longevity and years of schooling was closer,with a direct relationship that did not change over time way wealth does When the team put both these factors into the same mathematical model,they found that differences in education closely predicted differences in life expectancy,while changes in wealth barely mattered Lutz argues that because schooling happens many years before a person has attained their life expectancy,this correlation reflects cause:better education drives longer life.It also tends to lead to more wealh,which is why wealth and longevity are also correlated.But what is important,says Lutz,is that wealth does not seem to be driving longevity,as experts thought-in fact,education is driving both of them Lifestyle choices Some medical professionals may not like these findings,"says Lutz,as they suggest schools may be a better health investment than high-tech hospitals.But RudigerKrech at the World Health Organization welcomes the study."It confirms education as a major social determinant of health,"he says-aconcept WHO actively promotes.But if medical health experts welcome the findings,economists are less comfortable Sangheon Lee,at the UN International Labour Organisation in Geneva,Switzerland agrees education affects lifespan but doubts that simple models like Lutz's can fully resolve cause and effect."It's a very difficult econometric problem,"he says,with health,wealth and education all affecting each other But Lutz says that extreme examples are telling.Cuba is dead poor but has a higher life expectancy than the US because it is well educated.Meanwhile in oil-rich but poorly-educated Equatorial Guinea,people rarely reach 60Why did RudigerKrech support the findings of Wolfgang Lutz?A.Because it is identical to the notion of Who.B.Because it is contrary to economists'concept.C.Because it helps promote people’s longevityD.Because it can fully revolve the cause and effect
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Paragraph 2_________ A:Necessity for Developing Adult EducationB:Early Days of Adult EducationC:Ways of Receiving Adult EducationD:Growth of Adult EducationE:Institutions of Adult EducationF: Definition of Adult Education
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary_________.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Some adults want to learn__________.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new technological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colleges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 179Os,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Paragraph 4______A:Necessity for Developing Adult EducationB:Early Days of Adult EducationC:Ways of Receiving Adult EducationD:Growth of Adult EducationE:Institutions of Adult Education F:Definition of Adult Education
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new technological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colleges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 179Os,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary______.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth centuryF:mass production
共用题干Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary________.A:by social and economic changesB:guided self-study and correspondence courses C:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
共用题干Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new technological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colleges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 179Os,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.The earliest organized adult education______.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth centuryF:mass production
共用题干Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.There are various forms of adult education,including________.A:by social and economic changesB:guided self-study and correspondence courses C:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
单选题Which of the following statements is true of the tobacco industry?ATobacco is bad for people’s health but good for the national economy.BTobacco has had a favourable economic impact in many countries in recent years.CDeveloped countries such as UK and the U.S. should transfer their technology in the tobacco industry to the developing countries.DTobacco industry is bad for the economy for rich and poor countries alike.
问答题Practice 2 Globalization is a fact of life. But we have underestimated its fragility. The problem is this. The spread of markets grows faster than the ability of societies and their political systems to adjust to them, let alone to guide the course they take. History teaches US that such an imbalance between the economic, social and political realms can never be sustained for very long. The industrialized countries learned that lesson in their bitter and costly encounter with the Great Depression. In order to restore social harmony and political stability they adopted social safety nets and other measures. That made possible successive moves towards liberalization, which brought about the long post-war period of expansion.
单选题According to the passage，literature，music and the arts ______.Ado not contribute to economic growth at allBare less useful to the society because they do not make direct contribution to economyCare similar to medical and social services in their way of promoting economic growthDshould develop only when they are good for economic growth
问答题Practice 2 Now many countries find themselves still struggling with problems that are as old as man himself. Basic social problems such as poor or nonexistent health care, and nutrient-deficient diets continue to annoy developing countries, contributing to low life expectancy rates and hampering economic development. While it may be true that some countries have found answers to these basic problems of humanity, this does not mean that their societies are problem-free. Indeed, in the solving of age-old problems more economically, advanced societies have found themselves facing new social problems, problems that are a direct outgrowth of their economic advancement. One such problem is that of aging.
单选题The paradox in the relationship between education and business is______.Abusinessmen are both unmindful of history and sophisticated in itBbusinessmen show both contempt and respect for noble activitiesCthere are both highly intellectual and uneducated businessmenDthere are both noticeable similarities and differences between businessmen and intellectuals