资料：Economic performance is improving in most of the world's leading economies but is still short of a self-sustaining upswing, the Organization for Economic Cooperation and Development said on Wednesday. In an update to its economic forecasts, the Paris-b

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资料：Economic performance is improving in most of the world's leading economies but is still short of a self-sustaining upswing, the Organization for Economic Cooperation and Development said on Wednesday.
In an update to its economic forecasts, the Paris-based international organisation representing advanced economies said that more private sector investment was needed for the expansion to endure, for wages to rise sustainability and for inequalities to be tackled.
Although all leading economies are now recording positive growth, Catherine Mann, the OECD's chief economist, urged governments to “curb your enthusiasm [ because] strong and sustained medium-term global growth is not yet secured”.
The OECD's economic outlook shows upgrades to the 2017 growth forecasts in China, Russia and Europe excluding the UK with the world outlook also appearing stronger in 2018.
World growth should rise from a low of 3.1 per cent in 2016, to 3.5 per cent this year and 3.7 per cent in 2018, the OECD forecast, with the US, the Eurozone, Brazil and Russia contributing most to the improved global outlook.
China's predicted growth rate of 6.8 per cent in 2017 and 6.6 per cent in 2018 has been revised higher by 0.2 percentage points in both years and although India's growth rate has been revised down, reflecting adjustment to its new goods and services tax, it is likely to remain the fastest growing large economy in the world.
Only the UK, which remains embroiled in Brexit negotiations, has a deteriorating outlook. Responding to the OECD's forecast that the British economy will be the slowest growing in the Group of Seven in 2018 having been near the top of the league table in 2016, the British Treasury said it was not complacent.

What does the underlined word “complacent” mean in the last paragraph?

A.Accustomed
B.Complied
C.Conceited
D.True

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相似问题和答案

第1题：

3 The Global Hotel Group (GHG) operates hotels in most of the developed countries throughout the world. The directors

of GHG are committed to a policy of achieving ‘growth’ in terms of geographical coverage and are now considering

building and operating another hotel in Tomorrowland. Tomorrowland is a developing country which is situated 3,000

kilometres from the country in which GHG’s nearest hotel is located.

The managing director of GHG recently attended a seminar on ‘the use of strategic and economic information in

planning organisational performance’.

He has called a board meeting to discuss the strategic and economic factors which should be considered before a

decision is made to build the hotel in Tomorrowland.

Required:

(a) Discuss the strategic and economic factors which should be considered before a decision is made to build

the hotel. (14 marks)

正确答案：
(a) Of vital importance is the need for reliable information on which to base the decision regarding the potential investment within
Tomorrowland, since the lack of such information will only serve to increase the risk profile of GHG.
The strategic factors that ought to be considered prior to a decision being made to build and operate a hotel in Tomorrowland
are as follows:
The competition
The key notion here is that of the position of GHG relative to its competitors who may have a presence or intend to have a
presence in Tomorrowland. The strategic management accounting system should be capable of coping with changes that can
and will inevitably occur in a dynamic business environment. Hence it is crucial that changes such as, the emergence of a
new competitor, are detected and reflected within strategic plans at the earliest opportunity.
The government
The attitude of the government of Tomorrowland towards foreign organisations requires careful consideration as inevitably the
government will be the country’s largest supplier, employer, customer and investor. The directors need to recognise that the
political environment of Tomorrowland could change dramatically with a change in the national government.
Planning and control of operations within Tomorrowland
Planning and control of operations within Tomorrowland will inevitably be more difficult as GHG might not possess sufficient
knowledge of the business environment within Tomorrowland. Indeed their nearest hotel is at least 3,000 kilometres away.
It is vital the GHG gain such knowledge prior to commencing operations within Tomorrowland in order to avoid undue risks.
The sociological–cultural constraints
While it is generally recognised that there is a growing acceptability of international brands this might not be the case with
regard to Tomorrowland. The attitude towards work, managers (especially foreign nationals) and capitalist organisations could
severely impact on the degree of success achieved within Tomorrowland. In this respect it is vital that consideration is given
to recognition of the relationships in economic life including demand, price, wages, training, and rates of labour turnover and
absenteeism.
Resource utilisation
A primary consideration relates to whether or not to use local labour in the construction of the hotel. The perceived
‘remoteness’ of Tomorrowland might make it an unattractive proposition for current employees of GHG, thereby presenting the
directors of GHG with a significant problem.
Communication
Consideration needs to be given to the communication problems that arise between different countries and in this respect
Tomorrowland is probably no exception. Language barriers will inevitably exist and this needs to be addressed at the earliest
opportunity to minimise any risks to GHG.
The economic factors that ought to be considered prior to a decision being made to build and operate a hotel in Tomorrowland
are as follows:
Resource availability
The hotel should be designed having given due consideration to the prevailing climatic conditions within Tomorrowland which
might necessitate the use of specific types of building materials. It might well be the case that such building materials are not
available locally, or are in such scarce supply in which case local supply would prove to be uneconomic.
Another consideration relates to local labour being available and reliable in terms of its quality.
Currency stability/restrictions
The stability of the currency within Tomorrowland assumes critical significance because profit repatriation is problematic in
situations where those profits are made in an unstable currency or one that is likely to depreciate against the home currency,
thereby precipitating sizeable losses on exchange. Any currency restrictions need to be given careful consideration. For
example, it might be the case that hotel guests would be prohibited from paying accommodation bills in a foreign currency
which would be problematic if the local currency was weak.
Legislation
All local and International legislation should be given careful consideration. It might be the case that local legislation via
various licences or legal requirements favour local hotels.
Demand
The potential demand within Tomorrowland will be linked to the local economy. It is a developing economy and this may
bode well for GHG. However, again the need for reliable information about the size of the market, the extent of competition,
likely future trends etc is of fundamental importance.
Financing
An important decision lies in the availability and associated costs of financing in Tomorrowland which might not have mature
enough capital markets due to its developmental state. Hence GHG might need to finance using alternative currencies.
Note: Other relevant comments would be acceptable.

第2题：

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.

正确答案：C

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 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

正确答案：D

第4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5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6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 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 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

第7题：

Strengthening economic growth, at the same time as winter grips the northern hemisphere, could push the price higher still in the short term.

正确答案：
64. 【译文】强劲的经济增长势头，加上北半球冬季的到来，可能在短期内使石油价格涨得更高。
【解析】本句重点是要首先抓住主句的基本结构：是一个含有插入成分的单句。主语是动名词短语 Strengthening economic growth，谓语是 could push，插入成分是一个时间状语。重点词：strengthen 加强

第8题：

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

正确答案：C

第9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10题：

Passage 1
Earlier this year, when America first sneezed, the European Central Bank （along with most private-sector economists） argued that the euro area was insulated from America's slowdown and had little to worry about. This seems to have wrong. In Germany there are fears about recession as business investment and retail sales tumble. Recent figures confirmed that Germany’s GDP stagnated in the second quarter. Italy's GDP fell in the second quarter, and although growth has held up better in France and Spain, the growth in the euro area as a whole was close to zero in the quarter. Nobody is forecasting an actual recession in the euro area this year, but it is no longer expected to provide an engine for world growth.
As for Japan, it is probably already in recession. Japan's GDP grew slightly in the first quarter. Persistent deflation continues to be a severe problem. A revised measure of Japan’s consumer-price index, to be published soon, is likely to show that deflation is worse than had been thought.

The best title for the passage is ___.

A. The world economic situation.
B. The world economic recession.
C. The worse world economic situation.
D. The reason for world economic recession.

答案：B

解析：

资料：Economic performance is improving in most of the world's leading economies but is still short of a self-sustaining upswing, the Organization for Economic Cooperation and Development said on Wednes

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