Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.The author's attitude towards on-the-job training is____A.objectiveB.favorableC.pessimisticD.contradictory
Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.
The author's attitude towards on-the-job training is____
The author's attitude towards on-the-job training is____
A.objective
B.favorable
C.pessimistic
D.contradictory
B.favorable
C.pessimistic
D.contradictory
参考解析
解析：态度题。根据on-the-job training“在职培训”定位到最后一段首句；第二句it指代的也是on-the-job training;最后一句taking time out later in life to pursue a formal qualification“在年纪较大的时候抽出时间获得一个正规的资质”指的也是“在职培训”，故可以综合这三句得出答案。其中．shrinking“萎缩”，fallen“下降”，costs money“耗费金钱”等为负面词汇，而is an option“是一种选择”则偏向肯定，因此作者对于在职培训的态度偏向客观。选项[A]objective客观的；[B]favorable赞成的；[C）pessimistic悲观的；[D]contradictory矛盾的。显然本题答案为[A]。
相关考题：
The advancement of technology has boosted the pace of our lives, and requires us to learn something new every day just to stay_________in the workplace. A.apparentB.currentC.applicable
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 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 countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated
The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government
Text2With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge.Education was no longer a confirmation of a preexisting status, but an instrument in the acquisition of higher status.For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.Education became training; and the student was no longer the gentlemaninwaiting, but the journeyman apprentice for upward mobility.In the nineteenth century a college education began to be seen as a way to get ahead in the world.The founding of the landgrant colleges opened the doors of higher education to poor but aspiring boys from nonAngloSaxon, workingclass and lowermiddleclass backgrounds.The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses.And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.For the gentlemaninwaiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish.And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously.For the apprentice, however, virtue was evidenced in success through hard work.The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity.While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and selfcontrol came to distinguish the new apprentice.And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward.Failure for the apprentice meant standing still, not rising.第26题：Which of the following is true according to the first paragraph?［A］ Democratic ideas started with education.［B］ Federalists were opposed to education.［C］ New education helped confirm people’s social status.［D］ Old education had been in tune with hierarchical society.
It was almost impossible for an Indian to get even a ___________ education and even more difficult, as a result, for an Indian to become somebody in society . A、fairB、boneC、wakeD、anxious
The pace of modern society get increasingly fast, but it get even faster when mobile phone comes into play.()
The author quotes the example of our ancestors to show that education emergedA．when people had enough time.B．prior to better ways of finding food.C．when people on longer went hungry.D．as a result of pressure on government.
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.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
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
Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.The traditional educational pattem becomes outdated because_____A.manufacturing requires more brain workB.techruque should be continually renewedC.more skilled workers are urgentjy neededD.company training is becoming out of date
Text 1 Foreign cashiers and carers are now a fact oflife in Japan,especially in urban areas.The number of foreign workers has risen fast recently,t0 1.3m-some 2%of the workforce.Although visas that allow foreigners to settle in Japan are in theory mainly for highly skilled workers,in practice those with fewer skills may be admitted as students or trainees or as immigrants of Japanese extraction.In June the govemment announced that it would create a"designated-skills"visa in order to bring in 500,000 new workers by 2025,in agriculture,construction,hotels,nursing and shipbuilding.Japan has historically been cautious of admitting foreigners.It is one of the rich world's most homogenous countries:just 2%of residents are foreigners,compared with 4%in South Korea and 16%in France.The reasons for this attitude range from fears that outsiders will bring crime and damage societal practices,to concerns that Japanese residents will not be able to communicate properly with them.But Japan's population is old and getting smaller.To fill shortages in the labour force caused by the shrinking working-age population,govemment policy has focused on getting more women and old people into work,and using artificial intelligence.It has become apparent though that this is not enough;and businesses also want foreigners to help them remain competitive and to become more global.Indeed pressure from business is a big reason behind the change of tack.Over the past 20 years the number of workers under 30 has shrunk by a quarter.Another result of the greying population is the creation of ever more jobs,most notably as carers,that few Japanese want to do at the wages on offer.There are 60%more job vacancies than there are people looking for work.Industries such as agriculture and construction,as well as nursing,are increasingly dependent on foreigners.More exposure to foreigners,through a boom in tourism,has reassured Japanese,especially the young,that they can get along with them,too.Attracting the foreign workers Japan needs will not necessarily be easy.Language is a big barrier.Japanese-language abilities are not necessary for highly skilled workers wanting visas,but only a handful of companies work in English.Lowlier workers,who must pass a Japanese exam,are currallowed to bring their families and will not be able to under the"designated-skills"visa.Firms in which promotion is based on seniority rather than merit and in which long hours are the norm will find it hard to attract workers,too.Japan also needs to do more to help integrate foreigners.By accepting,for the most part,a small number of highly skilled workers,Japan has been able to get away without any inteUation policy.But as the number ofimmigrants rises,and especially as more low-skilled workers are admitted,this omission threatens to bring about some of the very concems that prompted the govemment to restrict immigration in the first place,such as ghettoisation and poverty.According to Paragraph 3,the changes of Japan's attitude may result from the followingently not except_____A.some specific positions are lack ofwork forcesB.tourist industry promotes contact with foreignersC.numbers ofyoung workers decreased to some extentD.some industries need the introduction of foreign technology
Text 2 Britain's flexible labour market was a boon during the economic slump,helping keep joblessness down and then,when the recovery began,allowing employment to rise.Yet one of its bendier bits is causing politicians to fret.Ed Miliband,the leader of the Labour Party,has promised a crackdown on"zero-hours contracts"if he wins the next election.The government has launched a con8ultation.Zero-hours contracts allow finns to employ workers for as few or as many hours as they need,with no prior notice.In theory,at least,people can refuse work.Fully l.4m jobs were based on these contracts in January 2014,according to the Office for National Statistics.That is just 4%of the total,but the share rises to a quarter in the hospitality business.The contracts are useful for finns with unstable pattems of demand,such as hotels and restauranLs.Ihey have also helped firms to expand during the recovery-allowing them to test new business lines before hiring permanem stafir,who would be more costly to make redundani if things went wrong.Flexibility suits some workers,too.According to one survey,47%of those employed on zerohours conUacts were content to have no nunimum contracted hours.Many of these workers are in full-time education.The ability to tum down work is important to students,who want to revise at this time of year.Pensioners keen for a liLtle extra income can often live with the uncertainty of not having guaranteed hours.Yet that leaves more than a quarter of workers on zero-hours contracts who say they are unhappy wirh their condirions.Some of this is cyclical.During recessions,a dearth of permanent positions forces people into jobs with no contracted hours even if they do not want them.Underemployment is pfuticularly prevalent among these workers,35%of whom would like more hours compared with 12qo in offier jobs.As the economy recovers,many should be able to renegotiate their contracts or find permanent jobs.But the recovery will not cause unwanted zero-hours contracts to disappear.Some workers will never have much negoLiating power:they are constrained by geography,family commitments and lack of competition for their skills among a small number of big employers.Zero-hours contracts make it easier for employers to abuse their labour-market power.Some use them to avoid statutory obligations such as sick and matenuty pay.Workers are penalised for not being available when requested.And some contracts contain exclusivity clauses which prevent workers from taking additional jobs.These can harm other employers as well as workers,and actually reduce labour market flexibility.That,at least,is worth doing away with.The text mainly focuses on zero-hours contracts_____A.traits and effectsB.llmits and defectsC.merits and impactsD.features and problems
Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.The author believes that in face of education revolution,workers need_____A.high goals in their careersB.more schooling at the startC.new skills at the beginningD.persistent effort in their lives
Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.According to Paragraph 3,today's lifelong learning can______A.increase the number of the underclassB.benefit people with high career goalsC.eliminate inequality once and for aLID.be helpful to the majority of people
Text 3 When education fails to keep pace with technology,the result is inequality.Without the skills to stay useful as innovations arrive,workers suffer-and if enough of them fall belund,society starts to fall apart.That fundamental insight seized reformers in the IndusLrial Revolution,promoting state-funded universal schooling.Later,automation in factories and offices called forth a surge in coUege graduates.The combination of education and innovation,spread over decades,led to a remarkable flowering of prosperity.Today robotics and artificial intelligence call for another education revolution.This time,how-ever,working lives are so lengthy and so fast-chanf;ing that simply cramming more schooling in at the start is not enough.People must also be able to acquire new skills throughout their careers.Unfortunately,as our special report in Lhis issue sets out,the lifelong learning that exists today mainly benefits high achievers and is therefore more likely to aggravate inequality than diminish it.If 21st-century economies are not to create a massive underclass,policymakers urgently need to work out how to help all their citizens leam while they earn.So far,their ambition has fallen pitifully short.The classic model of education-a burst aL the start and top-ups through company training-is breaking down.One reason is the need for new,and constantly updated,skdls.Manufacturing in~creasingly calls for brain work raLher than physical work.The share of the American workforce employed in routine office jobs declined from 25.5%t0 21%between 1996 and 2015.The single,stable career has gone the way of the Rolodex.Pushinf;people into ever-hit;her levels of formal education at the start of their lives is not the way to cope.Just 16qo of Americans think that a four-year college degree prepares students very well for a good job.Although a vocational education promises that vital first hire,those with specialtized training tend to withdraw from the labour force earlier than山ose with general educaUon-perhaps because they are less adaptable.At the same time on-the-job training is shrinking.In Amenca and Britain it has fallen by roughly half in the past two decades.Self-employment is spreading,leaving more people to take responsi-bility for their own skills.Taking time out later in life to pursue a formal qualirication is an option,but it costs money and most coUeges are geared towards youngsters.We can infer from Paragraph I that_____A.society will collapse without innov8tionB.education is the only way to social prosperityC.inequality may originate from poor educationD.most workers in factories are college graduates
Text 1 In an essay entitled“Making It in America”,the author Adam Davidson relates a joke from cotton country about just how much a modern textile mill has been automated:The average mill has only two employees today,“a man and a dog.The man is there to feed the dog,and the dog is there to keep the man away from the machines.”Davidson's article is one of a number of pieces that have recently appeared making the point that the reason we have such stubbornly high unemployment and declining middleclass incomes today is also because of the advances in both globalization and the information technology revolution,which are more rapidly than ever replacing labor with machines or foreign worker.In the past,workers with average skills,doing an average job，could earn an average lifestyle.But，today，average is officially over.Being average just won't earn you what it used to.It can't when so many more employers have so much more access to so much more above average cheap foreign labor,cheap robotics,cheap software,cheap automation and cheap genius.Therefore,everyone needs to find their extra—their unique value contribution that makes them stand out in whatever is their field of employment.Yes,new technology has been eating jobs forever,and always will.But there's been acceleration.As Davidson notes,“In the 10 years ending in 2009,U.S.factories shed workers so fast that they erased almost all the gains of the previous 70 years;roughly one out of every three manufacturing jobs—about 6 million in total—disappeared.”There will always be change—new jobs,new products,new services.But the one thing we know for sure is that with each advance in globalization and the I.T.revolution,the best jobs will require workers to have more and better education to make themselves above average.In a world where average is officially over,there are many things we need to do to support employment,but nothing would be more important than passing some kind of G.I.Bill for the 21st century that ensures that every American has access to posthigh school education.Which of the following would be the most appropriate title for the text?A.New Law Takes EffectB.Technology Goes CheapC.Average Is OverD.Recession Is Bad
共用题干Vocational EducationVocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.In the former Soviet Union,school and work were always weakly linked from primary school.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.In some countries,in order to help people to become capable of taking different jobs,different skills within a broad category are taught.A:Right B:Wrong C:Not mentioned
共用题干Generation Gap A few years ago,it was fashionable to speak of a generation gap,a division between young people and their elders.Parents complained that children did not show them proper respect and obedience,while children complained that their parents did not understand them at all.What had gone wrong?Why had the generation gap suddenly appeared?Actually,the generation gap has been around for a long time.Many critics argue that it is built into the fabric of our society. One important cause of the generation gap is the opportunity that young people have to choose their own life styles.In more traditional societies,when children grow up,they are expected to live in the same area as their parents,to marry people that their parents know and approve of, and often to continue the family occupation.In our society,young people often travel great distances for their education,most out of the family home at an early age,marry or live or choose occupations different from those of their parents. In our upwardly mobile society,parents often expect their children to do better than they did:to find better jobs,to make more money,and to do all the things that they were unable to do.Often,however,the ambitions that parents have for their children are another cause of the division between them.Often they dis-cover that they have very little in common with each other. Finally,the speed at which changes take place in our society is another cause of thie gap between the generations.In a traditional culture,elderly people are valued for their wisdom,but in our society the knowledge of a lifetime may become obsolete overnight. The young and the old seem to live in two very different worlds,separated by different skills and abilities, No doubt,the generation gap will continue to be a feature of American life for some time to come.Its causes are rooted in the freedoms and opportunities of our society,and in the rapid pace at which society changes.Which one is NOT the cause of the generation gap?A:Young people like to choose their own life styles.B:American society is changing very fast.C:Parents place high hopes on their children.D:Modern education makes them think differently.
共用题干Vocational EducationVocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.It can be concluded from the passage that more vocational education has to be provided in the future.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.Vocational education refers to education for a usual vocation.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.So far as vocational training is concerned,industrialized countries need more workers for jobs in the professional sector.A: Right B:Wrong C:Not mentioned
问答题Practice 4 Directions: Read the text below. Write an essay in about 120 words, in which you should summarize the key points of the text and make comments on them. Try to use your own words. In our modern world, when something wears out, we throw it away and buy a new one. The problem is that countries around the world have growing mountains of rubbish because people are throwing out more rubbish than ever before. How did we become a throwaway society? First of all, it is now easier to replace an object than to spend time and money to repair it. Thanks to modern manufacturing (制造业) and technology, companies are able to produce products quickly and inexpensively. Products are plentiful and cheap. Another cause is our love of disposable (一次性的) products. As busy people, we are always looking for ways to save time and make our lives easier. Companies produce thousands of different kinds of disposable products: paper plates, plastic cups, and cameras, to name a few. Our appetite for new products also returns to the problem. We are addicted to buying new things. Advertisements persuade us that newer is better and that we will be happier with the latest products. The result is that we throw away useful possessions to make room for new ones. All around the world, we can see the consequences of this throwaway lifestyle. Mountains of rubbish just keep getting bigger. To decrease the amount of rubbish and to protect the environment, more governments are requiring people to recycle materials. However, this is not enough to solve (解决) our problem.
问答题Marisa’s senior thesis argued that workers in border nations struggle because his or her wages barely keep pace with A B Cthe rising cost of living.No error D E
单选题The author believes that _____.Aart is useful only when it is made into a money earnerBthe promotion of economic growth is the only goal of today’s societyCuniversities should not provide literature or art coursesDthe society needs both technical skills and arts
单选题Which of the following is NOT the reason for investing money in software developer training?AThere are huge numbers of technology and skills in modern society.BIt takes a short period to introduce a new technology.CThe serviceable period of a new skill is quite short in modern society.DTechnology develops quickly.