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A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world’’s best, its workers were the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.   It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful. By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics ,had shrunk or vanished in the face of foreign competition. By 1987 there was only one American television maker left, Zenith. (Now there is none: Zenith was bought by South Korea’’s LG Electronics in July.)Foreign-made cars and textiles were sweeping into the domestic market. America’’s machine-tool industry was on the ropes. For a while it looked as though the making of semiconductors, which America had invented and which sat at the heart of the new computer age, was going to be the next casualty.   All of this caused a crisis of confidence. Americans stopped taking prosperity for granted. They began to believe that their way of doing business was failing, and that their incomes would therefore shortly begin to fall as well. The mid-1980s brought one inquiry after another into the causes of America’’s industrial decline. Their sometimes sensational findings were filled with warnings about the growing competition from overseas.   How things have changed! In 1995 the United States can look back on five years of solid growth while Japan has been struggling. Few Americans attribute this solely to such obvious causes as a devalued dollar or the turning of the business cycle. Self-doubt has yielded to blind pride. "American industry has changed its structure, has gone on a diet, has learnt to be more quick-witted, "according to Richard Cavanagh, executive dean of Harvard’’s Kennedy School of Government. "It makes me proud to be an American just to see how our businesses are improving their productivity," says Stephen Moore of the Cato Institute, a think-tank in Washington D. C. And William Sahlman of the Harvard Business School believes that people will look back on this period as "a golden age of business management in the United States." The loss of U. S. predominance in the world economy in the 1980s is manifested in the fact that the American__________.

A.TV industry had withdrawn to its domestic market
B.semiconductor industry had been taken over by foreign enterprises
C.machine-tool industry had collapsed after suicidal actions
D.auto industry’’ had lost part of its domestic market
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The standardized educational or psychological tests that are widely used to aid in selecting, classifying, assigning ,or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. 71. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with illinformed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. 72. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is always interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. 73.Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.74. In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted can not be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. 75. For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.
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