题目内容
（请给出正确答案）
A、payment
B、Cross-border payment
C、transaction
D、logistics
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A、improving predictability and stability.
B、preventing corruption.
C、letting more people know the rules of trade.
D、discouraging transparency.
Recent polls show that the majority of Americans actually do believe that Sino-American relationship, bothpolitically and economically, is vitally important. Please allow me to offer some suggestions on what we can dotogether to cultivate our relationship, and to continue the progress of the last years so that we can work towardseducating our policymakers and citizens about the benefits of free trade to our economies. [TONE]∥[TONE]
First, we must seek out opportunities to continue the exchange of views between our two countries.We must encourage students to study abroad--here I must admit we have a much harder time to getAmericans to travel than our friends in China. We should also urge the exchanges of academics,scientists and artists. [TONE]//[TONE]
Second, we need more exchange of business leaders. I recall the Fortune Global Forum that was held inShanghai in 1999, where more than 800 representatives, including 300 Chairmen, presidents and CEOs fromthe world's leading multinationals came to China to meet with over 200 Chinese entrepreneurs to exchangeopinions and share the experiences that affect their businesses. [TONE]∥[TONE]
Third, I would urge you to come to the United States to learn about the factors that shape Americanthinking and the formulation of its policies. Ask your friends and contacts to make introductions for you tomeet with business leaders and policymakers. [TONE]∥[TONE]
Fourth, explore opportunities to invest in the United States. American legislators respond to nothingmore than to their constituents. Many of you already have subsidiaries in the US Here, the Haier Groupcomes to mind. Haier has invested over $15 million in a building in New York and over $40 million inCamden, South Carolina, employing significant numbers of Americans. We need to work together tomake sure that policymakers understand that our bilateral trade relationship is beneficial to both of oureconomies. This is a pattern that the Japanese used in the 1970s and 1980s to develop markets as well asto exert influence. [TONE]∥[TONE]
Finally, we should work together to make the APEC viable again. We defined in 1994 that we would reach free trade among many APEC nations by the year 2005. We have lost momentum. China and the USshould work together to reinvigorate the APEC process. [TONE]∥[TONE]
Let me conclude by saying that Sino-American relations are the best they have ever been. We have beenable to collaborate on important political and security matters that are vital to the well-being of our peoples.Our economic interests are closely linked as well. China and the US both seek economic growth and stability.Although we may choose to pursue our interests through different policies, we strive to liberalize our marketsand provide businesses with transparent and predictable access for goods and services. [TONE]∥[TONE]
The stability of our relations is much like the stability of a three-legged stool. The legs consist ofstrategic, political, and economic relations. If anyone of the legs is either missing or weak, the stool isunstable and is in danger of collapsing. It is our responsibility to maintain the strength of these legs.[TONE]∥[TONE]
A、Absolute
B、Relative
C、Partial
D、Full
Similar to Exercise 1, but now consider two-particle scattering. The internal line is expressed by
, the transition matrix element is written as
. please give proof for the momentum and energy conservations at vertices. As showin in the figure, the momenta and positions are labelled.
A、In the ocea.
B、In the Pacific Ocean.
C、On the island.
D、Form an island
Some scholars have associated trade unions with the medieval craft guilds(中世纪的行会), but there are important differences between the two. The guild members were master craftsmen who owned capital and often employed workers. Unions are known as associations of workers with similar skills.
In the past, individual workers had no control over the conditions of their working lives; political and economic power was concentrated in the hands of wealthy business owners. Workers found, however, that there was strength in uniting. From their earliest years, union objectives have been higher wages and improved working conditions.
Employers resisted, of course. They made great efforts to stop union organizing its activities. Union members were fired, workers were forced to sign contracts in which they promised not to join a union, and companies hired strikebreakers (破坏罢工者) and even gunmen to frighten organizers.
One of the earliest successful labor organizations in the United States was the Knights of Labor, founded in 1869. The Knights, which included both skilled and unskilled workers, attempted to organize all workers into one great union. Alter it successfully struck the Wabash railroad owned by Jay Gould in 1885, its popularity and power grew dramatically. In 1886 the Knights had 700,000 members.
The decline of the Knights of Labor, however, came quickly. The strike against Gould was gradually broken, and the Knights’ radical positions on social issues cost them public support. In the end, a lack of unity as well as the rapid inflow of unskilled immigrants weakened the union’s economic power, and the organization came to an end.
A. Management’s Reaction to the Labor Movement
B. The Decline of an Early Union
C. Reasons for Starting a Union
D. Comparison between the Unions and the Medieval Craft Guilds
E. Foundation
F. The Development of an Early Union
Paragraph 2 ______
Fifty years ago, they were the latest thing in educational reform. big, modem, suburban high schools with students counted in the thousands. As baby boomers (二战后婴儿潮时期出生的人) came of high-school age, big schools promised economic efficiency, a greater choice of courses, and, of course, better football teams. Only years later did we understand the trade-offs this involved: the creation of excessive bureaucracies (官僚机构), the difficulty of forging personal connections between teachers and students. SAT scores began dropping in 1963; today, on average, 30% of students do not complete high school in four years, a figure that rises to 50% in poor urban neighborhoods. While the emphasis on teaching to higher, test-driven standards as set in No Child Left Behind resulted in significantly better performance in elementary (and some middle) schools, high schools for a variety of reasons seemed to have made little progress.
Size isn't everything, but it does matter, and the past decade has seen a noticeable countertrend toward smaller schools. This has been due, in part, to the Bill and Melinda Gates Foundation, which has invested $1.8 billion in American high schools, helping to open about 1,000 small schools—most of them with about 400 kids each, with an average enrollment of only 150 per grade. About 500 more are on the drawing board. Districts all over the country are taking notice, along with mayors in cities like New York, Chicago and San Diego. The movement includes independent public charter schools, such as No.1 BASIS in Tucson, with only 120 high-schoolers and 18 graduates this year. It embraces district- sanctioned magnet schools, such as the Talented and Gifted School, with 198 students, and the Science and Engineering Magnet, with 383, which share a building in Dallas, as well as the City Honors School in Buffalo, N.Y., which grew out of volunteer evening seminars for students. And it includes alternative schools with students selected by lottery (抽签), such as H-B Woodlawn in Arlington, Va.And most noticeable of all, there is the phenomenon of large urban and suburban high schools that have split up into smaller units of a few hundred, generally housed in the same grounds that once boasted thousands of students all marching to the same band.
Hillsdale High School in San Mateo, Calif., is one of those, ranking No.423—among the top 2% in the country—on Newsweek's annual ranking of America's top high schools. The success of small schools is apparent in the listings. Ten years ago, when the first Newsweek list based on college-level test participation was published, only three of the top 100 schools had graduating classes smaller than 100 students. This year there are 22. Nearly 250 schools on the full Newsweek list of the top 5% of schools nationally had fewer than 200 graduates in 2007.
Although many of Hillsdale's students came from wealthy households, by the late 1990s average test scores were sliding and it had earned the unaffectionate nickname (绰号) "Hillsjail". Jeff Gilbert, a Hillsdale teacher who became principal last year, remembers sitting with other teachers watching students file out a graduation ceremony and asking one another in astonishment, "How did that student graduate？"
So in 2003 Hillsdale remade itself into three "houses", romantically named Florence, Marrakech and Kyoto. Each of the 300 arriving ninth grades are randomly (随机地) assigned to one of the houses, where they will keep the same four core subject teachers for two years, before moving on to another for 11th and 12th grades. The closeness this system cultivates is reinforced by the institution of "advisory" classes. Teachers meet with students in groups of 25, five mornings a week, for open-ended discussions of everything from homework problems to bad Saturday-night dates. The advisers also meet with students privately and stay in touch with parents, so they are deeply invested in the students' success. "We're constantly talking about one another's advisees," says English Teacher Chris Crockett. "If you hear that yours isn't doing well in math, or see them sitting outside the dean's office, it's like a personal failure." Along with the new structure came a more demanding academic program; the percentage of freshmen taking biology jumped from 17 to 95. "It was rough for some, but by senior year, two-thirds have moved up to physics," says Gilbert. "Our kids are coming to school in part because they know there are adults here who know them and care for them." But not all schools show advances after downsizing, and it remains to be seen whether smaller schools will be a cure-all solution.
The Newsweek list of top U.S. high schools was made this year, as in years past, according to a single metric, the proportion of students taking college-level exams. Over the years this system has come in for its share of criticism for its simplicity. But that is also its strength: it's easy for readers to understand, and to do the arithmetic for their own schools if they'd like.
Ranking schools is always controversial, and this year a group of 38 superintendents (地区教育主管) from five states wrote to ask that their schools be excluded from the calculation. "It is impossible to know which high schools are 'the best 'in the nation," their letter read, in part. "Determining whether different schools do or don't offer a high quality of education requires a look at many different measures, including students' overall academic accomplishments and their subsequent performance in college, and taking into consideration the unique needs of their communities."
In the end, the superintendents agreed to provide the data we sought, which is, after all, public information. There is, in our view, no real dispute here; we are all seeking the same thing, which is schools that better serve our children and our nation by encouraging students to tackle tough subjects under the guidance of gifted teachers. And if we keep working toward that goal, someday, perhaps, a list won't be necessary.
1.Fifty years ago, big, modem, suburban high schools were established in the hope of ______.
A. ensuring no child is left behind
B. increasing economic efficiency
C. improving students' performance on SAT
D. providing good education for baby boomers
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