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REFERRED WHAT TO A. (56)______IS NEW IS THE REALIZATION
B. DISTRIBUTE RESOURCES AND INCOMES(57)______SOCIETIES SATISFACTION
C. THE OLD PROTECTIONISM (58)______ONLY TO TRADE RESTRICTING AND TRADE EXPANDING DEVICES IN A SENSE, THE NEW PROTECTIONISM IS NOT PROTECTIONISM AT ALL, AT LEAST NOT IN THE TRADITIONAL SENSE OF THE TER
M. (59)______, SUCH AS THE TARIFF OR EXPORT SUBSIDY. THE NEW PROTECTIONISM IS MUCH BROADER THAN THIS; IT INCLUDES INTERVENTIONS INTO FOREIGN TRADE BUT IS NOT LIMITED TO THE
M. THE NEW PROTECTIONISM, IN FACT, REFERS TO HOW THE WHOLE OF GOVERNMENT INTERVENTION INTO THE PRIVATE ECONOMY AFFECTS INTERNATIONAL TRAD
E. THE EMPHASIS ON TRADE IS STILL THERE, THUS CAME THE TERM 'PROTECTION' . BUT (60)______THAT VIRTUALLY ALL GOVERNMENT ACTIVITIES CAN AFFECT INTERNATIONAL ECONOMIC RELATIONS. THE EMERGENCE OF THE NEW PROTECTIONISM IN DIE WESTERN WORLD REFLECTS THE VICTORY OF THE INTERVENTIONIST, OR WELFARE ECONOMY OVER THE MARKET ECONOMY. JAB TUMILER WRITES, 'THE OLD PROTECTIONIS
M...COEXISTED , WITHOUT ANY APPARENT INTELLECTUAL DIFFICULTY WITH THE ACCEPTANCE OF THE MARKET AS A NATIONAL AS WELL AS AN INTERNATIONAL ECONOMIC DISTRIBUTION MECHANIS
M. INDEED, PROTECTIONISTS AS WELL AS (IF NOT MORE THAN) FREE TRADERS STOOD FOR LAISSEZ FAIR
E. NOW, AS IN THE 1930S, PROTECTIONISM IS AN EXPRESSION OF A PROFOUND SKEPTICISM AS TO THE ABILITY OF THE MARKET TO (61)______.'此题为多项选择题。

A...COEXISTED
B.'


【参考答案】

what
本题主要考查主语从句。分析句子成分可知,空格处为一个主语从句,但是缺少引导词,该引导词在从句中做主语,......

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The author quotes the example of our ancestors to show that education emerged______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 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 RADICAL HIGHER PRODUCTIVITY AND RADICALLY HIGHER STANDARDS OF LIVING. THE FIRST EVIDENCE FOR THIS IDEA 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 AS 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-PRAC TICE LABOR PRODUCTIVITY STANDARDS DESPITE THE COMPLEXITY OF THE BUILDING INDUSTRY'S WORK. 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. 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.