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
第1题
国家对麻醉药品、精神药品、放射性药品和(),实行特殊管理。
A.胃动力药品
B.医疗用毒性药品
C.消毒防腐药品
D.镇静助眠药品
第2题
国家对麻醉药品、精神药品、放射性药品和()实行特殊管理。
A.胃动力药品
B.医疗用毒性药品
C.消毒防腐药品
D.镇静助眠药品
第3题
A.贵重药品、精神药品、医疗毒性药品、化学药品实行特殊管理
B.麻醉药品、精神药品、医疗毒性药品、化学药品实行特殊管理
C.麻醉药品、精神药品、医疗毒性药品、放射性药品实行特殊管理
D.贵重药品、精神药品、医疗毒性药品、放射性药品实行特殊管理
E.麻醉药品、精神药品、医疗毒性药品、需冷藏药品实行特殊管理
第4题
国家对麻醉药品、精神药品、医疗用毒性药品、放射性药品,实行
A.严格管理
B.特殊管理
C.科学管理
D.分类管理
E.专人管理
第5题
特殊管理的药品()
A.麻醉药品、精神药品、医疗用毒性药品、放射性药品
B.麻醉药品、精神药品、放射性药品、毒性药品
C.麻醉药品、精神药品、生化药品、放射性药品
D.麻醉药品、精神药品、诊断药品、医疗用毒性药品
第6题
《中华人民共和国药品管理法》第五十三条规定,国家对
A、麻醉药品、精神药品、医疗毒性药品、化学药品实行特殊管理
B、贵重药品、精神药品、医疗毒性药品、化学药品实行特殊管理
C、麻醉药品、精神药品、医疗毒性药品、放射性药品实行特殊管理
D、贵重药品、精神药品、医疗毒性药品、放射性药品实行特殊管理
E、麻醉药品、精神药品、医疗毒性药品、需冷藏药品实行特殊管理
第7题
不属于国家实行特殊管理的药品是:
A.麻醉药品
B.医疗用毒性药品
C.血液制品
D.精神药品
E.放射性药品
第8题
国家实行特殊管理的药品不包括
A.麻醉药品
B.精神药品
C.进口药品
D.医疗用毒性药
E.放射性药品
第10题
国家实行特殊管理的药物不包括
A.麻醉药品
B.疫苗
C.精神药品
D.医疗用毒性药品
E.放射性药品
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