[外语类试卷]考博英语(阅读理解)模拟试卷69及答案与解析.doc
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1、考博英语(阅读理解)模拟试卷 69及答案与解析 一、 Reading Comprehension 0 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 th
2、ese 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 t
3、hem 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
4、, the first evidence for this idea 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 primary cause of the poor U.S. economic performance. Japan was, and remains, the global
5、 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 hous
6、ing 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 industrys work. What is the real relationship between education and economic develo
7、pment? We have to suspect that continuing economic growth promotes the development of education even when governments dont force it. After all, thats how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didnt have time to wonder much about anything besides
8、finding food. Only when humanity began to get its food in a more productive way was there time for other things. As education improved, humanitys productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more
9、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 possibl
10、e only with broader formal education. A lack of formal education, however, doesnt constrain the ability of the developing worlds workforce to substantially improve productivity to the forested future. On the contrary, constraints on improving productivity explain why education isnt developing more q
11、uickly there than it is. 1 The author holds in paragraph 1 that the important of education in poor countries_. ( A) is subject to groundless doubts ( B) has fallen victim of bias ( C) is conventional downgraded ( D) has been overestimated 2 It is stated in paragraph 1 that construction of a new educ
12、ation system_. ( A) challenges economists and politicians ( B) takes efforts of generations ( C) demands priority from the government ( D) requires sufficient labor force 3 A major difference between the Japanese and U.S. workforces is that_. ( A) the Japanese workforce is better disciplined ( B) th
13、e Japanese workforce is more productive ( C) the U.S. workforce has a better education ( D) the U.S. workforce is more organized 4 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 peop
14、le on longer went hung ( D) as a result of pressure on government 5 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 5 I
15、f ambition is to be well regarded, the rewards of ambition wealth, distinction, control over ones destiny must be deemed worthy of the sacrifices made on ambitions behalf. If the tradition of ambition is to have vitality, it must be widely shared; and it especially must be highly regarded by people
16、who are themselves admired, the educated not least among them. In an odd way, however, it is the educated who have claimed to have give up on ambition as an ideal. What is odd is that they have perhaps most benefited from ambition if not always their own then that of their parents and grandparents.
17、There is heavy note of hypocrisy in this, a case of closing the barn door after the horses have escaped with the educated themselves riding on them. Certainly people do not seem less interested in success and its signs now than formerly. Summer homes, European travel, BMWs. The locations, place name
18、s and name brands may change, but such items do not seem less in demand today than a decade or two years ago. What has happened is that people cannot confess fully to their dreams, as easily and openly as once they could, lest they be thought pushing, acquisitive and vulgar. Instead, we are treated
19、to fine hypocritical spectacles, which now more than ever seem in ample supply: the critic of American materialism with a Southampton summer home; the publisher of radical books who takes his meals in three-star restaurants; the journalist advocating participatory democracy in all phases of life, wh
20、ose own children are enrolled in private schools. For such people and many more perhaps not so exceptional, the proper formulation is, “Succeed at all costs but avoid appearing ambitious.“ The attacks on ambition are many and come from various angles; its public defenders are few and unimpressive, w
21、here they are not extremely unattractive. As a result, the support for ambition as a healthy impulse, a quality to be admired and fixed in the mind of the young, is probably lower than it has ever been in the United States. This does not mean that ambition is at an end, that people no longer feel it
22、s stirrings and promptings, but only that, no longer openly honored, it is less openly underground, or made sly. Such, then, is the way things stand: on the left angry critics, on the right stupid supporters, and in the middle, as usual, the majority of earnest people trying to get on in life. 6 It
23、is generally believed that ambition may be well regarded if_. ( A) its returns well compensate for the sacrifices ( B) it is rewarded with money, fame and power ( C) its goals are spiritual rather than material ( D) it is shared by the rich and the famous 7 The last sentence of the first paragraph m
24、ost probably implies that it is_. ( A) customary of the educated to discard ambition in words ( B) too late to check ambition once it has been let out ( C) dishonest to deny ambition after the fulfillment of the goal ( D) impractical for the educated to enjoy benefits from ambition 8 Some people do
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