The political leader was defeated at last、His scandal （) his resignation.

In his 27-year imprisonment ， Mandela，a South African leader ，was _____ his political rights .

A.deprived of

B.deprived off

C.deprived from

D.deprived with

此题为判断题(对，错)。

movement in the 1950s and 1960s.

King was born on January 15, 1929. in Atlanta, Georgia. When he was young, he was strongly influenced by Thoreau and Indian leader Mahatma Gandhi’s idea of non-violent resistance. Having received a Ph. D (Doctor of Philosophy) from Boston University, he became a political and religious leader of the non-violent civil rights movement in 1955. On August 28, 1963, he led over 250,000 Americans on a march in Washington D.C. to fight for the Civil Rights Law and delivered his best known speech “I Have a Dream”. The “dream” is a dream of brotherly love and equality for the Black and White. As a result, he was awarded the Nobel Prize for peace in 1964, but he was murdered four years later.

Though he died, he was greatly respected and loved by the Americans, both the white and the black. By vote of Congress in 1968, the third Tuesday of every January is now a holiday in Luther King’s honour. He lives in people’s hearts forever.

Martin Luther King was murdered when he was 39 years old.

A.T B.F

Martin Luther King was a black minister only.

A.T B.F

Martin Luther King's Day has been a federal holiday for more than 40 years.

A.T B.F

The underlined word "delivered" in the second paragraph could be replaced by "gave

A.T B.F

The best title for this passage is "Civil Rights Law

A.T B.F

, lies at the heart of Joseph Nye's new book. Mr. Nye, a former dean of the Kennedy School of Government at Harvard, is best known for promoting the idea of "soft power", based on persuasion and influences, as a counterpoint to "hard power", based on coercion (强迫) and force.

Mr. Nye has now turned his attention to the relationship between power and leadership, in both the political and business spheres. Machiavelli, he notes, concluded that "one ought to be both feared and loved, but as it is difficult for the two to go together, it is much safer to be feared than loved." In short, hard power is preferable to soft power. But modern leadership theories have come to the opposite conclusion.

The context of leadership is changing, they observe, and the historical emphasis on hard power is becoming outdated. In modern companies and democracies, power is increasingly diffused and traditional hierarchies (等级制) are being undermined, making soft power ever more important. But that does not mean coercion should now take a back seat to persuasion, Mr. Nye argues. Instead, he advocates a synthesis of these two views. The conclusion of The Powers to Lead, his survey of the theory of leadership, is that a combination of hard and soft power, which he calls "smart power", is the best approach.

The domination theoretical model of leadership at the moment is, apparently, the "transformational leadership pattern". Mr. Nye has performed a valuable service in rounding up and summarizing the various academic studies and theories of leadership into a single, slim volume. He examines different approaches to leadership, the morality of leadership and how the wider context can determine the effectiveness of a particular leader. There are plenty of anecdotes and examples, both historical and contemporary, political and corporate.

Leadership is a slippery(狡猾的) subject, and as he depicts(描述) various theories, even Mr. Nye never quite nails the jerry to the wall. He is at his most interesting when discussing the moral aspects of leadership—in particular, the question of whether it is sometimes necessary for good leaders to lie—and he provides a helpful 12-point summary of his conclusions. A recurring theme is that as circumstances change, different sorts of leaders are required, a leader who thrives in one environment may struggle in another, and vice versa. Ultimately that is just a fancy way of saying that leadership offers no easy answers.

According to the passage, the reason why Mr. Nye is so popular is that ______.

A．he advocates that leaders should be feared

B．he advocates the importance of persuasion and influence

C．he was once the leader of Harvard

D．he thinks that coercion should give way to persuasion

ir intention to proceed to monetary union among the non-CFA franc countries of the region by January 2003, as a first step toward a wider monetary union including all the ECOWAS countries in 2004. The six countries【71】themselves to reducing central bank financing of budget deficits【72】10 percent of the previous year's government【73】; reducing budget deficits to 4 percent of the second phase by 2003; creating a Convergence Council to help【74】macroeconomic policies; and【75】up a common central bank. Their declaration【76】that, "Member States【77】the need【78】strong political commitment and【79】to【80】all such national policies【81】would facilitate the regional monetary integration process.

The goal of a monetary union in ECOWAS has long been an objective of the organization, going back to its formation in 1975, and is intended to【82】a broader integration process that would include enhanced regional trade and【83】institutions. In the colonial period, currency boards linked sets of countries in the region.【84】independence,【85】, these currency boards were【86】, with the【87】of the CFA franc zone, which included the francophone countries of the region. Although there have been attempts to advance file agenda of ECOWAS monetary cooperation, political problems and other economic priorities in several of the region's countries have to【88】inhibited progress. Although some problems remain, the recent initiative has been bolstered by the election in 1999 of a democratic government and a leader who is committed to regional【89】in Nigeria, the largest economy of the region, raising hopes that the long-delayed project can be【90】.

(41)

A．committed

B．devoted

C．adjusted

D．attributed

第二篇Milosevic’s Death

Former Yugoslav leader Slobodan Milosevic was found dead last Saturday in his cell at the Hague-based International Criminal Tribunal for the former Yugoslavia.The 64-year-old had been on trial there since February 2002.

Born in provincial Pozarevac in 1941,he was the second son of a priest and a school teacher.Both of his parents died when he was still a young adult.The young Milosevic was“untypical”,says Slavoljub Djukic,his unofficial biographer.He was“not interested in sports,avoided excursions(短途旅行)and used to come to school dressed in the old-fashioned way-white shirt and tie.”One of his old friends said,he could“imagine him as a station-master or punctilious(一丝不苟的)civil servant.”职称英语教材

Indeed that is exactly what he might have become,had he not married Mira.She was widely believed to be his driving force.

At university and beyond he did well.He worked for various firms and was a communist party member.By 1986 he was head of Serbia’s Central Committee.But still he had not yet really been noticed.

It was Kosovo that gave him his chance.An autonomous province of Serbia,Kosovo was home to an Albanian majority and a Serbian minority.In 1989,he was sent there to calm fears of Serbians who felt they were discriminated against.But instead he played the nationalist card and became their champion.In so doing,he changed into a ruthless (无情的) and determined man.At home with Mira he plotted the downfall of his political enemies.Conspiring(密谋)with the director of Serbian TV,he mounted a modern media campaign which aimed to get him the most power in the country.

He was elected Serbian president in 1990.In 1997,he became president of Yugoslavia.The rest of the story is well-known:his nationalist card caused Yugoslavia’s other ethnic groups to fight for their own rights,power and lands.Yugoslavia broke up when four of the six republics declared independence in 1991.War started and lasted for years and millions died.Then Western countries intervened.NATO bombed Yugoslavia,and he eventually stepped down as state leader in 2000.

Soon after this,Serbia’s new government,led by Zoran Djindjic,arrested him and sent him to face justice at the Yugoslav war crimes tribunal in the Hague.

36.Where did Milosevic die？

A.In a basement.

B.In a prison.

C.In Kosovo.

D.In his own country.

misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.

What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.

The author holds in Paragraph 1 that the importance of education in poor countries ______.

A．is subject to groundless doubts

B．has fallen victim of bias

C．is conventionally downgraded

D．has been overestimated

请阅读Passage 2。完成第小题。

The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social， political and intellectual development of these and all other societies; however， the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it， because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and， as a result， radically higher standards of living.

Ironically， the first evidence for this idea appeared in the United States. Not long ago， with the country entering a recessing and Japan at its pre-bubble peak， the U.S. workforce was derided as poorly educated and one primary cause of the poor U.S. economic performance. Japan was， and remains， the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda， Nissan， and Toyota achieved about 95 percent of the productivity of their Japanese counterparts——a result of the training that U.S. workers received on the job.

What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don"t force it. After all， that"s how education got started. When our ancestors were hunters and gatherers 10，000 years ago， they didn"t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved， humanity"s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential， they could in turn afford more education. This increasingly high level of education is probably a necessary， but not a sufficient， condition for the complex political systems required by advanced economic performance.

Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education， however， doesn"t constrain the ability of the developing world"s workforce to substantially improve productivity for the foreseeable future. On the contrary， constraints on improving productivity explain why education isn"t developing more quickly there than it is.

The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料

A. is subject to groundless doubts

B. has fallen victim to bias

C. is conventionally downgraded

D. has been overestimated