更多“One big（)of formal educa…”相关的问题
第1题
One big_________of formal education is the high cost.
A、advantage
B、disadvantage
C、practice
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第2题
I’d like to have some big apples instead of small _____.
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第3题
In some big cities in America, there are three or four elementary schools and secondary schools, ___________.
A、with each within one's walking or cycling distance
B、each within one's walking or cycling distance
C、it is within one's walking or cycling distance
D、with each that is within one's walking or cycling distance
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第4题
－－－What are Johnson's family like？－－－_______.A.His family is just like mineB.They a
---What are Johnson's family like？
---_______.
A.His family is just like mine
B.They all like sports and travel
C.Oh, it's really a big one
D.They are all warm-hearted and helpful
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第5题
请阅读Passage 2。完成第小题。 The relationship between formal education and economic growth
请阅读Passage 2。完成第小题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social， political and intellectual development of these and all other societies; however， the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it， because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and， as a result， radically higher standards of living.
Ironically， the first evidence for this idea appeared in the United States. Not long ago， with the country entering a recessing and Japan at its pre-bubble peak， the U.S. workforce was derided as poorly educated and one 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.
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.
The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料
A. is subject to groundless doubts
B. has fallen victim to bias
C. is conventionally downgraded
D. has been overestimated
请帮忙给出正确答案和分析，谢谢！
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第6题
根据下列文章，回答31～35题。 The relationship between formal education and economic growth
根据下列文章，回答31～35题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第 31 题 The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
请帮忙给出正确答案和分析，谢谢！
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第7题
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in Paragraph 1 that the importance of education in poor countries ______.
A．is subject to groundless doubts
B．has fallen victim of bias
C．is conventionally downgraded
D．has been overestimated
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第8题
？Read the text below about a management training course． ？In most of the lines（41-52)ther
？Read the text below about a management training course．
？In most of the lines(41-52)there is one extra word．It is either grammatically incorrect or does not fin with the sense of the text．Some lines，however，are correct．
？If a line is correct，write CORRECT on your Answer Sheet．
？If there is an extra word in the Iine，write the extra word in CAPITAL LETTERS on your Answer Sheet
Managing-the human side of many enterprise-today calls for top-level talents in
42．self-management and the management of others and this type course offers the inside
43．track to gaining skills which needed to achieve outstanding effectiveness．It is designed
44．for executives at all levels，to strengthen core skills in the areas of management
45．and communication skills．By the end of the course，individuals will have been taken a
46．major step forward in their ability to achieve truly excellent levels of performance，
47．from themselves and others．To maintain a high level of stimulation throughout course，
48．a variety of learning methods will be employed．These include formal lectures．
49．team exercises and case studies All will be carefully managed to ensure you that
50．learning is developed through relating to each one individual’S own work experiences．
51 In order to ensure that each participant derives the maximum of benefit from
52 the course，numbers are l imited to 15．So don't delay-book your place now！
(41)
请帮忙给出正确答案和分析，谢谢！
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第9题
The Supreme Court's recent decision allowing regional interstate banks has done away with one restriction in America's banking operation, although many others still remain. Although the ruling does not apply to very large money-center banks, it is a move in a liberalizing direction that could at last push Congress into framing a sensible legal and regulatory system that allows banks to plan their future beyond the next court case.
The restrictive laws that the courts are interpreting are mainly a legacy of the bank failures of the 1930's. The current high rate of bank failure—higher than at any time since the Great Depression—has made legislators afraid to remove the restrictions. While their legislative timidity is understandable, it is also mistaken. One reason so many American banks are getting into trouble is precisely that the old restrictions make it hard for them to build a domestic base large and strong enough to support their activities in today's telecommunicating round-the-clock, around-the-world financial markets. In trying to escape from this restrictions, banks are taking enormous, and what should be unnecessary, risks. For example, would a large bank be buying small, failed savings banks at inflated prices if federal laws and states regulations permitted that bank to explain instead through the acquisition of financially healthy banks in the region？ Of course not. The solution is clear. American banks will be sounder when they are not geographically limited. The house of Representative's banking committee has shown part of the way forward by recommending common-sense, though limited, legislation for a five-year transition to nationwide banking. This would give regional banks time to group together to form. counterweights to the big money-center banks. Without this breathing space the big money-center banks might soon extend across the country to develop. But any such legislation should be regarded as only a way station on the road towards a complete examination of America's suitable banking legislation.
The author's attitude towards the current banking laws is best described as one of ______.
A．concerned dissatisfaction
B．tolerant disapproval
C．uncaring indifference
D．great admiration
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第10题
Very high waves are destructive when they strike the land. Fortunately, this seldom happened. One reason is that out at sea, waves moving in one direction almost always run into waves moving in a different direction. The two sets of waves tend to cancel each other out. Another reason is that water is shallower near the shore. As a wave gets closer to land, the shallow bottom helps reduce its strength.
But the power of waves striking the shore can still be very great. During a winter gale(大风), waves sometimes strike the shore with the force of 6,000 pounds for each square foot. That means a wave, 25 feet high and 500 feet along its face, may strike the shore with a force of 75 million pounds.
Yet the waves, no matter how big or how violent, affect only the surface of the sea. During the most violent storms, the water a hundred fathoms(600 feet) beneath the surface is just as calm as on a day without a breath of wind.
According to the passage, destruction caused by high waves occurs ______.
A．regularly
B．rarely
C．frequently
D．suddenly
请帮忙给出正确答案和分析，谢谢！
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第11题
It was getting dark. Some children and two Canadian women were still skating on the ice near a big hotel. They were having a good time.
Suddenly the ice __21__. One of the boys fell into the water. The children shouted, "Help! Help!" They didn't know what to do. The two Canadian friends heard them and skated over to get the boy out of the water.
The ice was thin. The two Canadians fell into the water, too. But they tried their best to __22__ the little boy. They knew they must be quick. If they didn't push him up onto the ice, he would soon __23__.
Many people ran over to help. Some of them had ropes and poles. A young man __24__ the water to save the three people.
The boy and the two Canadian women were out of water at last. One of the women didn't feel well. She was sent to the __25__ at once. But she felt very happy because the boy was safe.
21)、
A.save
B.broke
C.jumped into
D.hospital
E.die
22)、
A.save
B.broke
C.jumped into
D.hospital
E.die
23)、
A.save
B.broke
C.jumped into
D.hospital
E.die
24)、
A.save
B.broke
C.jumped into
D.hospital
E.die
25)、
A.save
B.broke
C.jumped into
D.hospital
E.die
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题目内容
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