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 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 doubts
B.has fallen victim of bias
C.is conventional downgraded
D.has been overestimated
B.has fallen victim of bias
C.is conventional downgraded
D.has been overestimated
参考解析
解析：文章第一段谈到“正式教育和经济增长之间的关系在经济学家和政治家产生同样的误解。在这两个领域的进步毫无疑问对社会、政治以及知识领域等所有社会其他方面都是必须的；但是，在促进穷国快速经济发展中，教育应该放在最优先的地位的传统观点是错误的。”从这句我们可以看出，教育是重要的，但把它放在第一位则是错误的，因此我们可以得出穷国把教育放在经济最优先发展的地位是高估教育了，故答案为D。
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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
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
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.
In the author's opinion, __.A. developing countries should be responsible for environmental problemsB. overpopulation in the world is created by the developed countriesC. rich countries exercise worse influence on environment than poor countriesD. all countries should bring the population growth under control
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.
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.
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.
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
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
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.
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 60Which of the following can back up the theory that wealth itself increases longevity?A.A robust economic turnaround didn't translate into greater longevityB.Because everything people need to stay physically healthy costs moneyC.Because education is more associated with longevity than wealthD.Because the more educated are likely to live longer than the less educated
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
Passage 1Earlier this year, when America first sneezed, the European Central Bank （along with most private-sector economists） argued that the euro area was insulated from America's slowdown and had little to worry about. This seems to have wrong. In Germany there are fears about recession as business investment and retail sales tumble. Recent figures confirmed that Germany’s GDP stagnated in the second quarter. Italy's GDP fell in the second quarter, and although growth has held up better in France and Spain, the growth in the euro area as a whole was close to zero in the quarter. Nobody is forecasting an actual recession in the euro area this year, but it is no longer expected to provide an engine for world growth.As for Japan, it is probably already in recession. Japan's GDP grew slightly in the first quarter. Persistent deflation continues to be a severe problem. A revised measure of Japan’s consumer-price index, to be published soon, is likely to show that deflation is worse than had been thought.The best title for the passage is ___.A. The world economic situation.B. The world economic recession.C. The worse world economic situation.D. The reason for world economic recession.
It′s bad policy for developing countries to sacrifice environmental protection to__________economic?growth.A.discourageB.weakenC.promoteD.create
资料：Up to 80 per cent of the world’s middle classes will live in developing countries by 2030 thanks to surprising recent gains in poverty reduction, according to a United Nations report published on Thursday.“Never in history have the living conditions and prospects of so many people changed so dramatically and so fast.” concludes the UN’s latest Development Report. “The world is witnessing an epochal ‘global rebalancing’.”Underpinning the improvements in the human development index（HDI） was rapid growth in countries such as China, India and Brazil, with China and India having doubled per capita economic output in less than 20 years. But the study stressed that growth and improvements in HDI spread far beyond the four Bric countries of Brazil, Russia, India and China, and included at least 40 countries that had accompanied greater economic dynamism with effective poverty-reduction policies.Afghanistan, Sierra Leone, Ethiopia, Rwanda and Angola were among 14 countries that have recorded gains in HDI of more than 2 per cent a year since 2000. Partly as a result, the report found that worldwide extreme income poverty has plunged from 43 per cent in 1990 to just 22 per cent in 2008, including more than 500m being lifted out of poverty in China alone. The report stated that such gains had already helped the world achieve the main poverty eradication goal of the so-called Millennium Development Goals, which called for the share of people living on less than $1.25 a day to be cut by half from 1990 to 2015.Underpinning this poverty reduction was developing countries’ increasing share of global trade, which grew from 25 per cent to 47 per cent between 1980 and 2010. “The south as a whole is driving global economic growth and societal change for the first time in centuries,” says the report.The report found that trade among developing countries was the biggest factor in that expansion, increasing from less than 10 per cent of total global trade to more than 30 per cent. “Trade between countries in the south will overtake that between developed nations,” the report said.“More than 500m being lifted out of poverty in China alone” illustrates ______.A.the economic development of China is importantB.the role of some developing countries is significant for poverty reductionC.14 countries are developing faster than ChinaD.it is crucial to make a clear goal first
We utilized______films, semi-formal interviews and participant observation to explore the relationship between urban livelihoods and art creation.A.silentB.romanticC.documentaryD.document
单选题What do Americans think the relationship between their children and the future of the America is?ATheir future rests on how their children become.BTheir children can’t shape their future because they can’t affect their children’s development through education.CIf the children turn out to be useless, they won’t have any better future than the Soviet Union.DThe changes in education aim to make the American children better prepared for the new world order.
单选题When there are cordial relations between the two countries, we mean there exists a ______ relationship between them.AfriendlyBhostileCfertileDcomplicated
单选题A friendly relationship between two countries is often based on ______ respect, trust and understanding.AlovelyBmutualCboldDstrict
单选题Hopes, goals and fears ______ widely between men and women, the rich and the poor, and old people and young people.AalterBshiftCvaryDtransfer
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
单选题A friendly relationship between two countries is often based on______respect,trust and understanding.AlovelyBmutualCboldDstrict