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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
参考答案
更多 “ 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 ” 相关考题
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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
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According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changes
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What does the author mean by the word "progress" in this passage?A．Urbanization.B．Economic growth.C．Cultural development.D．Increase of population.
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The best title for the passage is _____.［A］ Education and Progress［B］ Old and New Social Norms［C］ New Education: Opportunities for More［D］ Demerits of Hierarchical Society
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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.
考题
The text suggests that early settlers in New EnglandA．were mostly engaged in political activities.B．were motivated by an illusory prospect.C．came from different intellectual backgrounds.D．left few formal records for later reference.
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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.
考题
The communications revolution has influenced both work and leisure and how we think and feel both about place and time,but there have been（ ）views about its economic,political,social and cultural implications.A.competitive
B.controversial
C.distracting
D.irrational
考题
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 environments
B.does not depend on economic performance
C.follows improved productivity
D.cannot afford political changes
考题
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 disciplined
B.the Japanese workforce is more productive
C.the U.S workforce has a better education
D.the U.S workforce is more organize
考题
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.
考题
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 politicians
B.takes efforts of generations
C.demands priority from the government
D.requires sufficient labor force
考题
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 time
B.prior to better ways of finding food
C.when people on longer went hung
D.as a result of pressure on government
考题
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 lesson
B.GDP figures,a Window on Global Economic Health
C.Robert F.Kennedy,a Terminator of GDP
D.Brexit,the UK’s Gateway to Well-being
考题
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
考题
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.
考题
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 60
Why 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 longevity
D.Because it can fully revolve the cause and effect
考题
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Govemments believe that higher education brings about____A.social benefits
B.job opportunities
C.economic development
D.higher incomes
考题
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 important
B.the role of some developing countries is significant for poverty reduction
C.14 countries are developing faster than China
D.it is crucial to make a clear goal first
考题
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.
The passage mainly ______.A.discuss why developing countries are playing major role
B.illustrate a theory for poverty reduction
C.explain reasons behind a report
D.interpret the role of trade for developing countries
考题
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.
The word “underpinning” in the passage refers to ______.A.blocking
B.undergoing
C.supporting
D.stressing
考题
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.
All of the following are factors for poverty reduction except ______.A.greater economic dynamism
B.aid from developed countries
C.changes of developing countries
D.trade among developing countries
考题
单选题Which of the following statements is true of the tobacco industry?A
Tobacco is bad for people’s health but good for the national economy.B
Tobacco has had a favourable economic impact in many countries in recent years.C
Developed countries such as UK and the U.S. should transfer their technology in the tobacco industry to the developing countries.D
Tobacco industry is bad for the economy for rich and poor countries alike.
考题
问答题Practice 2 Globalization is a fact of life. But we have underestimated its fragility. The problem is this. The spread of markets grows faster than the ability of societies and their political systems to adjust to them, let alone to guide the course they take. History teaches US that such an imbalance between the economic, social and political realms can never be sustained for very long. The industrialized countries learned that lesson in their bitter and costly encounter with the Great Depression. In order to restore social harmony and political stability they adopted social safety nets and other measures. That made possible successive moves towards liberalization, which brought about the long post-war period of expansion.
考题
单选题According to the passage，literature，music and the arts ______.A
do not contribute to economic growth at allB
are less useful to the society because they do not make direct contribution to economyC
are similar to medical and social services in their way of promoting economic growthD
should develop only when they are good for economic growth
考题
问答题Practice 2 Now many countries find themselves still struggling with problems that are as old as man himself. Basic social problems such as poor or nonexistent health care, and nutrient-deficient diets continue to annoy developing countries, contributing to low life expectancy rates and hampering economic development. While it may be true that some countries have found answers to these basic problems of humanity, this does not mean that their societies are problem-free. Indeed, in the solving of age-old problems more economically, advanced societies have found themselves facing new social problems, problems that are a direct outgrowth of their economic advancement. One such problem is that of aging.
考题
单选题The paradox in the relationship between education and business is______.A
businessmen are both unmindful of history and sophisticated in itB
businessmen show both contempt and respect for noble activitiesC
there are both highly intellectual and uneducated businessmenD
there are both noticeable similarities and differences between businessmen and intellectuals
考题
问答题Practice 7 You should spend about 40 minutes on this task. Write about the following topic: Most countries want to improve standard of living through economic development; however, others think social value is lost as a result. Do you think the advantages of economic development outweigh the disadvantages? You should write at least 250 words.
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