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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 the
题目
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
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第1题：
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.
正确答案：D
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第2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.
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.答案：C解析：推理题。根据题干定位在第四段和第五段。第四段首句指出虽然GDP是衡量国家经济行为最普遍的方法，但是它已经不足够了（it is no longer enough，其中it指代GDP）。紧接着第二句进一步说明不足够的方面：it does not include important factors…，它没能包含一些重要的因素，即重要因素被忽略了。而第五段在But转折后指出政策制定者已经不仅仅只是担心GDP数据（rather than simply worrying about GDP figures），而是重新关注提高幸福的努力。结合两段的内容可以得知，除了GDP还有重要因素的存在，这正是当下关注的重点。因此正确答案为选项C，除了GDP还有其他重要因素需要考虑。 -
第3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答案：B解析：文章最后一段第一句谈到“随着教育提高人类的生产潜能，人类可以负担更多的教育”，由此可以看出，教育促进经济的发展，而经济发展则反过来促进教育发展，两者之间是一种相互促进的作用，故本题答案为B。 -
第4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.答案：D解析：事实细节题。根据题目定位到第三段第一句A recent annual study of countries and their ability to convert growth into well-being sheds some light on the question，该句表明，最近年度研究调查了各国家和他们将经济增长转换为幸福感的能力，这对这个问题有所启发。说明研究的结果有利于解决经济增长与幸福感的关系。shed some light on与D选项enlightening是同义替换，因此答案为D -
第5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答案：C解析：文章第三段谈到our ancestor时说到“我们不得不怀疑是不断增长的经济促进了教育的发展，即使在没有政府的强制政策下。毕竟，这正是教育的起源。当我们的祖先在10，000年前还是狩猎者时，除了寻找食物，他们没有时间对其他的事情产生好奇。仅仅当人类以更高生产率的方式生产食物时，他们才有时间来关注其他的事情。”由这句话可以看出，不再饥饿才是教育起源的直接因素，故答案为C。A只是表征现象的内容，不是本质；B则是和文章内容相反；D是教育到了一定阶段才有的结果，不是教育出现的原因。 -
第6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答案：D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。 -
第7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答案：A解析：细节题。根据题干关键词RudigerKrech可定位到第九段。 -
第8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答案：B解析：本题考查的是细节理解。
【关键词】More than 500m being lifted out of poverty in China alone
【主题句】第4自然段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. 自2000年以来，有14个国家的人类发展指数出现了每年逾2%的增长，其中包括阿富汗、塞拉利昂、埃塞俄比亚、卢旺达和安哥拉。报告发现，这在一定程度上导致极端收入贫困比例从1990年的43%降至2008年的仅有22%，其中仅中国一个国家就有逾5亿人脱贫。
【解析】本题的问题是“‘其中仅中国一个国家就有逾5亿人脱贫’阐明了______”。A选项“中国的经济发展十分重要”，B选项“在扶贫工作中，一些发展中国家角色举足轻重”，C选项“14个国家比中国发展更迅速”，D选项“首先树立清晰目标至关重要”。根据主题句和第3自然段可知，发展中国家经济发展对消除世界贫困人口意义十分重大，因此，选项B正确。选项A过于片面，选项C文中没有将14个国家和中国经济发展进行比较，选项D属于主观臆断。 -
第9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答案：C解析：本题考查的是词义理解。
【关键词】underpinning
【主题句】第3自然段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. 支持人类发展指数（HDI）取得进步的是中国、印度和巴西等国经济的迅速增长，中国和印度的人均经济产值在不到20年的时间里增长了一倍。
【解析】本题的问题是“underpinning这个词在文中指的是？”A选项“阻塞”，B选项“经历，承受”，C选项“支持”，D选项“强调，加压”。underpinning这个词本身的意思是基础，支持，支撑，文中指的是支持人类发展指数（HDI）取得进步，因此，选项C正确。 -
第10题：
单选题Which of the following statements is true of the tobacco industry?ATobacco is bad for people’s health but good for the national economy.
BTobacco has had a favourable economic impact in many countries in recent years.
CDeveloped countries such as UK and the U.S. should transfer their technology in the tobacco industry to the developing countries.
DTobacco industry is bad for the economy for rich and poor countries alike.
正确答案： A解析：
录音中指出世界银行的一项研究估计每年因吸烟导致的全球净亏损达到2万亿美元，其中一半的亏损出现在发展中国家，由此可知另一半的亏损在发达国家，因此不管对于发展中国家或发达国家来说烟草业都对国家经济不利。 -
第11题：
单选题According to the passage，literature，music and the arts ______.Ado not contribute to economic growth at all
Bare less useful to the society because they do not make direct contribution to economy
Care similar to medical and social services in their way of promoting economic growth
Dshould develop only when they are good for economic growth
正确答案： B解析：
信息题。“Apart from requiring medical and social services，which do not directly contribute to economic growth，the society should also value and enjoy literature，music and the arts. ”文学、艺术、音乐和医疗、社会服务一样，都不能直接推动经济的发展。 -
第12题：
单选题The paradox in the relationship between education and business is______.Abusinessmen are both unmindful of history and sophisticated in it
Bbusinessmen show both contempt and respect for noble activities
Cthere are both highly intellectual and uneducated businessmen
Dthere are both noticeable similarities and differences between businessmen and intellectuals
正确答案： D解析：
细节题。原文第一段中提到“On the one hand, the emphasis which most business places upon a college degree is so great that one can almost visualize the time when even the office boy will have his baccalaureate”即商人越来越重视学历的发展，之后又讲到“The notion that business people are quite the Philistines sounds absurdly”，意思是知识分子与商人之间并没有太大的差别，D项错误。C项“商人中既有高学历的人也有未受过教育的人”与原文中的“Business is made up of people with all kinds of backgrounds, all kinds of motivations, and all kinds of tastes, just as in any other form of human Endeavour”表述一致，所以正确答案是C项。 -
第13题：
The text suggests that early settlers in New England
A．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.
正确答案：C
-
第14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答案：B解析：前半句说道“通信革命不仅影响了我们的工作和休闲，还影响了我们的时空观念”，下半句又说，“但是，人们对其在经济、政治、社会和文化上的影响依然持……观点”。联系上下文，可以清楚知道人们在此问题上仁者见仁，智者见智，意见不一。因此，只有controversial符合题意要求。 -
第15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答案：B解析：文章第二段谈到“具有讽刺意味的是，证明这种思想（把教育放在促进经济发展动力的第一位是错误的）最早的证据在美国。不久以前，随着这个国家进入衰退而日本处于泡沫经济破灭之前的顶峰，美国劳动力被讥笑为差火的教育，而这种教育情况也被视为美国经济不好表现的主要原因之一。日本在自动化生产效率方面，现在仍然是全球的领导者。而最新的研究显示，本田、尼桑、丰田等美国的工厂取得了大约95%他们日本工厂的生产效率。”由此，显然B是正确答案。A的内容是无中生有；C和D的内容和文章的观点相反。 -
第16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答案：B解析：文章第一段第四句谈到“我们很幸运的是这样的（把教育放在最优先的地位是错误的），因为新的教育体系以及把足够的人集中在一起通过他们来提升经济的表现将需要几代人的努力。”而B项正是反映了这一句话的内容，故答案为B。A的内容是对文章第一段出现的政治家和经济学家内容的错误对应；C是传统观点，不是作者观点；D是谈到问题的现象而不是内容的本质。 -
第17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答案：A解析：主旨题。文章首段通过引用Kenndy对GDP的评价以及英国脱欧事件引出本文探讨的主题GDP。第二段首句指出对GDP疑问和其无用之处使得政策制定者很恼火，呈现出对GDP的负面态度。第三段至第六段通过研究得出结论，GDP没能包含所有因素。最后一段在转折之后再度指出政策制定者已经不仅仅只是担心GDP数据（rather than simply worrying about GDP figures），而是重新关注提高幸福的其他努力。故正确答案为选项A，高GDP但对幸福不足够，欧盟的教训。 -
第18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.答案：B解析：推理题。从第二段当中，第一句话：The question of GDP and its usefulness has annoyed policymakers...其中的annoyed的感情色彩是否定的，说明policymakers对GDP的作用是否定的;第二句当中many argue that it is a flawed concept.其中的it指代GDP，大家认为GDP是一个有缺陷的概念，表明人民大众对GDP的感情色彩也是否定的。最后一句更是明显的指出：如果一切顺利的话，为什么还有17 million的人不顾国家前途而投票脱欧呢?更是表明对GDP作用的否定，因此综上所述，B选项GDP作为测量成功的方式饱受争议，是正确选项。 -
第19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答案：C解析：事实细节题。根据定位词定位到文章第一段。该段指出，政府热衷于高等教育，视之为提高社会流动性和促进经济增长的方式，故C项为正确选项。【干扰排除】由以上分析可知，A项“社会福利”、B项“就业机会”和D项“高收入”，原文均未提及，故排除。 -
第20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答案：C解析：本题考查的是主旨大意。
【关键词】mainly
【主题句】第1自然段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.联合国昨日发布的一份报告称，由于最近几年扶贫工作取得意外进展，到2030年全球多达80%的中产阶级将生活在发展中国家。
【解析】本题的问题是“文章主要______”。A选项“讨论发展中国家扮演重要角色的原因”，B选项“阐述减少贫困的理论”，C选项“解释报告背后的原因”，D选项“说明发展中国家贸易的作用”。此类报道型文体一般开篇明义，点明主题，根据主题句，本文主题是根据联合国发表的报告，解释发展中国家经济发展对世界减少贫困工作起到重要作用的原因。因此，选项C正确。 -
第21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答案：B解析：本题考查的是细节理解。
【关键词】factors for poverty reduction；except
【主题句】第3自然段and included at least 40 countries that had accompanied greater economic dynamism with effective poverty-reduction policies.还有至少40个国家具有较高的经济活力，并出台了有效的扶贫政策。
第5自然段The south as a whole is driving global economic growth and societal change for the first time in centuries整个欠发达地区正在推动全球经济增长和社会改变，这在几个世纪以来还是首次。
第6自然段The report found that trade among developing countries was the biggest factor in that expansion,报告还发现，发展中国家之间的贸易是上述贸易增长的最大因素。
【解析】本题的问题是“下列各项皆为减少贫困的因素，除了______.”。A选项“较高的经济活力”，B选项“发达国家的援助”，C选项“发展中国家的改变”，D选项“发展中国家之间的贸易往来”。根据主题句1，选项A正确；根据主题句2，选项C正确；根据主题句3，选项D正确。文中并没有提到选项B的内容。 -
第22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.正确答案：
【参考译文】
全球化已经成为无法回避的事实。但是我认为我们低估了它的脆弱性。问题就在于此。市场的扩展已经远远超出社会及其政治制度的适应能力,而引导市场发展更无从谈起。历史教育我们:这种经济、社会和政治领域发展的不平衡绝不会持续很久。
工业化国家在大萧条的痛苦和代价高昂的遭遇中吸取了这一教训。为了恢复社会和谐和政治稳定,他们采用了社会安全网和其他一些措施。这使后来迈向自由化的举措得以实施,并带来了长期的战后市场扩张。解析： 暂无解析 -
第23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.正确答案：
【参考译文】
现在许多国家都发现他们还在设法解决那些自有人类以来就出现的旧问题。贫穷或没有卫生保健等基本社会问题以及营养不足的饮食继续困扰着发展中国家,造成预期寿命低,阻碍经济发展。
有些国家或许已经解决了人类生存的一些基本问题,但是并不意味着这些国家就没有问题了。实际上,在经济比较发达的国家,旧的问题解决了,新的问题又产生了,这些问题是随着经济的发展而派生出来的。人口老龄化就是其中之一。解析： 暂无解析 -
第24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.正确答案： 【参考范文】
The prosperous economy ushers the new era of modern life style, which greatly uplift the living standard of human beings. However, material improvements come at a cost of the core values of the society, which rapidly become outdated and even go extinct in spite of financial prosperity. Neither of these two sides, however, should be neglected.
There is no doubt that economic advance does benefit citizens as well as the society as a whole. For one thing, it may help complete infrastructure in public places such as parks, hospitals, schools, and the mass transit system, all of which provide citizens with more choices and greater convenience, The more basic facilities the local government provides, the higher living conditions people will enjoy free of charge. For another, thanks to the economic boom, after material demands are fulfilled, people have spare strength and energy to pursue spiritual satisfaction. In other words, the great development of economy makes spiritual pursuits possible in reality.
However, it is not that easy to maintain social value at the same time with economic boom. Once people pay more attention to one side, the scale will tilt. First of all, due to the increasing of money-oriented values in society, people may become isolated from each other in order to pursue profits individually. It is not unusual to see that friends and relatives go separate ways for one simple reason: interest. Second, the irreversible destruction in society is nothing but moral deficiency and scarcity of trust. Without morality and trust, people might do anything to manage to run after the highest profits. More severely, they may even set traps for their companions or take part in a conspiracy rather than help them to earn money.
In conclusion, society needs more morality and correct values, which is more important than unbridled economic development. To accomplish this, the government and experts should pursue a sustainable policy without wavering.解析： 暂无解析