题目内容
（请给出正确答案）
A、Formulating strategy
B、Strategic advantage
C、Implementing strategy
D、Strategy evaluation
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更多“__________ means mobilizing em…”相关的问题
A、Formulating strategy
B、Strategy evaluation
C、Implementing strategy
D、all of the above
The term "unionization" (Line l, Paragraph 5) refers to
[A] mobilizing all workers to seize power.
[ B] gathering workers into an organized group.
[ C] working out strategies to raise workers' pay.
[ D] changing wage policies for women and minority men.
A、Formulating strategy 战略形成阶段
B、Strategy evaluation 战略评估阶段
C、Implementing strategy 战略实施阶段
D、all of the above 以上全部
A．They emphasized economic interests as a way of mobilizing constituents behind certain issues.
B．They conceived of their own ethnicity as being primordial in nature.
C．They created cultural traditions that fused United States symbols with those of their countries of origin.
D．They de-emphasized the cultural components of their communities in favor of political interests.
E．They organized formal community groups designed to promote a renaissance of ethnic history and culture.
Mr. Toledo was born on March 28, 1946 into a poverty-stricken farm family of Amerindian heritage. They lived in the tiny village of Cabana, in the department of Ancash, north of Lima. One of 16 children, he grew up in the port city of Chimbote--attending school, while working as a shoe-shine boy and soft-drink vendor.
He was bright in school and won a scholarship to study in the United States--arriving in 1965 when he was just 18 years old. Majoring in economics, he received an advanced degree from Stanford University.
He later went to work as a consultant at the United Nations, the Inter-American Development Bank, and the World Bank. In 1995, he ran for President, but received just three percent of the vote.
In this year's successful campaign leading up to Sunday's election, his expertise as an economist was one of his greatest assets. During his victory speech Sunday night, Mr. Toledo said he would use his experience to help revive Peru's stagnant economy.
Mr. Toledo's protest campaign against the autocratic Peruvian leader succeeded in mobilizing thousands of people to demonstrate at Mr. Fujimori's inauguration last July. But it was the political uproar following the release last September of a videotape showing Mr. Fujimori's spy chief bribing an opposition lawmaker that led to the ouster of the Peruvian President in November.
This role as protest leader and defender of democracy led many Peruvians to support Mr. Toledo's bid for the presidency.
The election of a president of Amerindian descent is a major event for many of Mr. Toledo's followers, who say it overshadows some of these character issues. More than 80 percent of this Andean nation's 26 million people are poor or of mixed race.
In a recent interview, Mr. Toledo talked about his indigenous (本土地)heritage and the need to heal Peru's divisions. "I want to be a President of all Peruvians," he said. "We are experiencing a country with deep divisions, fragmented, deep wounds, polarized politically, economically, socially. If we really want to bring this country into sustained rates of economic growth and social development we need to construct government ability and that means we need to integrate."
Mr. Toledo will get his chance to do this, after he is sworn-in as President on July 28.
Which of the following is NOT true about Mr. Toledo？
A．He was from a poor family of Amerindian heritage.
B．He got lots of votes when he ran for President in 1995.
C．He once worked as a consultant at the Inter-American Development Bank.
D．He finished his education in the United States.
A．In the 1960’s the Mexican American community began to incorporate the customs of another ethnic group in the United States into the observation of its own ethnic holidays.
B．In the 1960’s Mexican American community groups promoted ethnic solidarity primarily in order to effect economic change
C．In the 1960’s leader of the Mexican American community concentrated their efforts on promoting a renaissance of ethnic history and culture
D．In the 1960’s members of the Mexican American community were becoming increasingly concerned about the issue of voting rights.
E．In the 1960’s the Mexican American community had greater success in mobilizing constituents than did other ethnic groups in the United States.
A.but
B.if
C.nearly
D.fortunately
Universities Branch Out
From their student bodies to their research practices, universities are becoming more global.
By Richard Levin
As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the locus of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
In response to the same forces that have propelled the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire spectrum of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative research programs to advance science for the benefit of all humanity.
Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America's Ivy League institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of newly hired professors in science and engineering are foreign-born, and in China the vast majority of newly hired faculty at the top research universities received their graduate education abroad.
What are the consequences of these shifts among the highly educated？ Consider this: on the night after the attacks on the World Trade Center, Jewish students at Yale (most of them American) came together with Muslim students (most of them foreign) to organize a vigil. Or this: every year the student-run Forum for American/Chinese Exchange at Stanford (FACES) organizes conferences in both China and at Stanford, bringing together students from both countries chosen to discuss Sino-U. S. relations with leading experts. The leaders of student groups promoting international collaboration are in touch with each other daily via e-mail and Skype, technologies that not only facilitate cooperative projects but also increase the likelihood of creating lifelong personal ties. The bottom line: the flow of students across national borders-- students who are disproportionately likely to become leaders in their home countries-- enables deeper mutual understanding, tolerance and global integration.
As part of this, universities are encouraging students to spend some of their undergraduate experience in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are mobilizing their alumni to help place students in summer internships abroad to prepare them for global careers. Yale and Harvard have led the way, off
A．Y
B．N
C．NG
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