问答题Practice 1  Wealth, as Mr. Hobbes says, is power. But the person who either acquires, or succeeds to a great fortune, does not necessarily acquire or succeed to any political power, either civil or military. His fortune may, perhaps, afford him the means of acquiring both, but the mere possession of that fortune does not necessarily convey to him either. The power which that possession immediately and directly conveys to him, is the power of purchasing; a certain command over all the labor, or over all the produce of labor which is then in the market. His fortune is greater or less, precisely in proportion to the extent of this power; or to the quantity either of other men’s labor, or what is the same thing, of the produce of other men’s labor, which it enables him to purchase or command. The exchangeable value of every thing must always be precisely equal to the extent of this power which it conveys to its owner.  But though labor be the real measure of the exchangeable value of all commodities, it is not that by which their value is commonly estimated. It is often difficult to ascertain the proportion between two different quantities of labor. The time spent in two different sorts of work will not always alone determine this proportion. The different degrees of hardship endured, and of ingenuity exercised, must likewise be taken into account. There may be more labor in an hour's hard work than in two hours easy business; or in an hour's application to a trade which it cost ten years labor to learn, than in a month’s industry at an ordinary and obvious employment. But it is not easy to find any accurate measure either of hardship or ingenuity. In exchanging indeed the different productions of different sorts of labor for one another, some allowance is commonly made for both. It is adjusted, however, not by any accurate measure, but by the higgling and bargaining of the market, according to that sort of rough equality which thought not exact, is sufficient for carrying on the business of common life.

问答题
Practice 1  Wealth, as Mr. Hobbes says, is power. But the person who either acquires, or succeeds to a great fortune, does not necessarily acquire or succeed to any political power, either civil or military. His fortune may, perhaps, afford him the means of acquiring both, but the mere possession of that fortune does not necessarily convey to him either. The power which that possession immediately and directly conveys to him, is the power of purchasing; a certain command over all the labor, or over all the produce of labor which is then in the market. His fortune is greater or less, precisely in proportion to the extent of this power; or to the quantity either of other men’s labor, or what is the same thing, of the produce of other men’s labor, which it enables him to purchase or command. The exchangeable value of every thing must always be precisely equal to the extent of this power which it conveys to its owner.  But though labor be the real measure of the exchangeable value of all commodities, it is not that by which their value is commonly estimated. It is often difficult to ascertain the proportion between two different quantities of labor. The time spent in two different sorts of work will not always alone determine this proportion. The different degrees of hardship endured, and of ingenuity exercised, must likewise be taken into account. There may be more labor in an hour's hard work than in two hours easy business; or in an hour's application to a trade which it cost ten years labor to learn, than in a month’s industry at an ordinary and obvious employment. But it is not easy to find any accurate measure either of hardship or ingenuity. In exchanging indeed the different productions of different sorts of labor for one another, some allowance is commonly made for both. It is adjusted, however, not by any accurate measure, but by the higgling and bargaining of the market, according to that sort of rough equality which thought not exact, is sufficient for carrying on the business of common life.

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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 60What does the word"plot"(Line 1,Para.2)mean?A.To make a secret plan to harm somebodyB.To make a diagram that shows how things developC.To suggest something as a plan or course of actionD.To mark the path of an aircraft or ship on a map

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 60Which of the following is true according to the findings of Wolfgang Lutz?A.The correlation between longevity and wealth changes as time goes byB.His findings are roughly the same as the research made in 1975.C.Longevity is driven directly by both of one's education and wealthD.Life expectancy can be accurately predicted by one s education.

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 60The case of Cuba in the last paragraph is used toA.demonstrate that Cuba is a developing country with long life expectancyB.show Cuba is a developing country and is often depicted as a very poor countC.show that it ranks much better than most countries in Latin America in educationD.illustrate more education is what makes people live longer,not more money

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

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问答题Practice 2  ● You are going to spend holidays in Hawaii in June. Suddenly you received a letter from an important customer, Mr. Elton Deland, who will arrive on 25th June and discuss the claim. You have to delay the trip till July.  ● Write a short message to Ms. Anne Foister, your secretary.  ● Explain why you postpone your trip.  ● Mention the date when Mr. Eiton Deland will arrive.  ● Ask her to arrange your meeting.  ● Write 30-40 words on your Answer Sheet.

问答题Practice 13  ● Miss Peters has placed an order with Mr. Frederic. This is the first order his company has ever got from her company. Mr. Frederic decides to keep this new customer and is thinking of increasing his company’s sales to her.  ● Suppose you are a secretary of Mr. Frederic, he asks you to write this letter.  ● Please write the letter.  ● Write 60-80 words.

问答题Practice 1  Wealth, as Mr. Hobbes says, is power. But the person who either acquires, or succeeds to a great fortune, does not necessarily acquire or succeed to any political power, either civil or military. His fortune may, perhaps, afford him the means of acquiring both, but the mere possession of that fortune does not necessarily convey to him either. The power which that possession immediately and directly conveys to him, is the power of purchasing; a certain command over all the labor, or over all the produce of labor which is then in the market. His fortune is greater or less, precisely in proportion to the extent of this power; or to the quantity either of other men’s labor, or what is the same thing, of the produce of other men’s labor, which it enables him to purchase or command. The exchangeable value of every thing must always be precisely equal to the extent of this power which it conveys to its owner.  But though labor be the real measure of the exchangeable value of all commodities, it is not that by which their value is commonly estimated. It is often difficult to ascertain the proportion between two different quantities of labor. The time spent in two different sorts of work will not always alone determine this proportion. The different degrees of hardship endured, and of ingenuity exercised, must likewise be taken into account. There may be more labor in an hour's hard work than in two hours easy business; or in an hour's application to a trade which it cost ten years labor to learn, than in a month’s industry at an ordinary and obvious employment. But it is not easy to find any accurate measure either of hardship or ingenuity. In exchanging indeed the different productions of different sorts of labor for one another, some allowance is commonly made for both. It is adjusted, however, not by any accurate measure, but by the higgling and bargaining of the market, according to that sort of rough equality which thought not exact, is sufficient for carrying on the business of common life.

问答题Practice 6  ● You are the factory manager of a car company. You are waiting for urgently needed components from your purchasing department.  ● Write a note to Mr. Smith, the Assistant Purchasing Manager:  ● Enquiring about the reason for the delay;  ● Stating when the components are needed;  ● Suggesting a meeting to discuss future deliveries.  ● write 30-40 words.

问答题Practice 2  ● Look at the HR list below. It shows the titles of each person.  ● For questions 6-10, decide who does these jobs.  ● For each question, mark one letter A-H on your book.  ● Do not use any letter more than once.  A Mr. Brown Accountant        E Mr. Harvers Clerk  B Mr. Wright Buyer          F Ms. Hampson Sales Representative  C Mrs. Turnner Quality Controller   G Miss Law Receptionist  D Mr. Edwards Typist         H Ms. Smith Marketing Manager  6. Who answers the phones and welcomes the visitors?  7. Who purchase the stationeries for the company?  8. Who works on the sales volume of the company?  9. Who looks at the company’s profits and costs?  10. Who makes sure the company’s products are well made?

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