The workers didn't like the way ____ they were treated.

Why did the Trade Union leaders propose to ban stiletto heels from the workplace？

A．They believed that these shoes are harmful to women workers" health.

B．They maintained that women should decide what to wear at work.

C．They thought these shoes give women excuse to ask for a sick leave.

D．They didn"t want to work in the place that looks like Hollywood.

1. When did the children go skating？

A. After breakfast.

B. Before supper.

C. After lunch.

D. At lunch.

2. How many children skated on the lake？

A. Three.

B. Four.

C. Five.

D. Six.

3. Who skated best of all the children？

A. Allen did.

B. Paul did.

C. Bill did.

D. Worker did.

4. Why did Paul fall into the water？

A. Because he skated fast.

B. Because he was not good at skating.

C. Because he didn’t know the ice there was broken.

D. Because he skated slow.

5. Who helped Paul？

A. His friends.

B. His parents.

C. Two workers.

D. Betty.

A.was coming

B.will come

C.had been coming

D.comes

—Do you know John ’s new address？ Here ’s his mi l and I want to send it to him.

— ___________________.

A. Sorry, I don ’t think I will do this.

B. Well, we used to be roommates.

C. Well, we will never meet again.

D. Sorry, we didn ’t get along before he moved.

Question : Should the Chinese company compensate the American trader for the loss？ Why？

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

Don‘t dismiss that possibility entirely About half of U.S jobs are at high risk of beingautomated， according to a University of Oxford study， with the middle class disproportionatelysqueezed Lower-income jobs like gardening or day care don’t appeal to robots But manymiddle-class occupations-trucking， financial advice， software engineering — have arousedtheir interest， or soon will The rich own the robots， so they will be fine.

This isn‘t to be alarmist Optimists point out that technological upheaval has benefitedworkers in the past The Industrial Revolution didn’t go so well for Luddites whose jobs weredisplaced by mechanized looms， but it eventually raised living standards and created more jobsthan it destroyed Likewise， automation should eventually boost productivity， stimulatedemand by driving down prices， and free workers from hard， boring work But in the mediumterm， middle-class workers may need a lot of help adjusting.

The first step， as Erik Brynjolfsson and Andrew McAfee argue in The Second Machine Age，should be rethinking education and job training Curriculums —from grammar school tocollege- should evolve to focus less on memorizing facts and more on creativity and complexcommunication Vocational schools should do a better job of fostering problem-solving skillsand helping students work alongside robots Online education can supplement the traditionalkind It could make extra training and instruction affordable Professionals trying to acquirenew skills will be able to do so without going into debt.

The challenge of coping with automation underlines the need for the U.S to revive itsfading business dynamism： Starting new companies must be made easier In previous eras ofdrastic technological change， entrepreneurs smoothed the transition by dreaming up ways tocombine labor and machines The best uses of 3D printers and virtual reality haven‘t beeninvented yet The U.S needs the new companies that will invent them.

Finally， because automation threatens to widen the gap between capital income and laborincome， taxes and the safety net will have to be rethought Taxes on low-wage labor need tobe cut， and wage subsidies such as the earned income tax credit should be expanded： Thiswould boost incomes， encourage work， reward companies for job creation， and reduceinequality.

Technology will improve society in ways big and small over the next few years， yet this willbe little comfort to those who find their lives and careers upended by automation Destroyingthe machines that are coming for our jobs would be nuts But policies to help workers adapt willbe indispensable.

Who will be most threatened by automation？

A.Leading politicians

B.Low-wage laborers

C.Robot owners

D.Middle-class workers

Education in the age of automation should put more emphasis onA.creative potential

B.job-hunting skills

C.individual needs

D.cooperative spirit

Which of the following best represent the author’s view？A.Worries about automation are in fact groundless

B.Optimists‘ opinions on new tech find little support

C.Issues arising from automation need to be tackled

D.Negative consequences of new tech can be avoided

The author suggests that tax policies be aimed atA.encouraging the development of automation

B.increasing the return on capital investment

C.easing the hostility between rich and poor

D.preventing the income gap from widening

In this text， the author presents a problem withA.opposing views on it

B.possible solutions to it

C.its alarming impacts

D.its major variations

请帮忙给出每个问题的正确答案和分析，谢谢！

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