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Contrary to its rather negative reputation in the West, pigs in Chinese culture are a sign

of kindness and generosity. Pigs care a great deal about friends and family and work hard to keep everyone in their life happy. Chinese people view the pig as a smart and prosperous animal. Western ideas tend to be a little more negative.

When talking to a Westerner, however, you have to be a little careful when you talk about pigs. A pig in the West is seen as a dirty, lazy, and fat animal. If anyone ever called you a pig, you wouldn't be smiling. When a person doesn't like someone, sometimes he will call that person a pig.

If you ever meet a Westerner who was born in the year of the pig, don't say, "Oh, you're a pig!" Most Westerners will be quite understanding. They will be sure that you made some kind of a mistake. However, don't take any chances. You might just offend someone who does not share your positive ideas about pigs.

You have to be careful when you talk to a Westerner about pigs because______.

A.they worship pigs best of all

B.they consider pigs as bad animals

C.they aren’t used to talking about pigs

D.they don't like the topic about pigs at all

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更多“Contrary to its rather negativ…”相关的问题
第1题
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 counterparts 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 ail, 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 to the forested future. on the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.

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

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第2题
What she does is often contrary ______ what she says.A.uponB.inC.toD.for

What she does is often contrary ______ what she says.

A.upon

B.in

C.to

D.for

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第3题
Silicon Valley is a magnet to which numerous talented engineers, scientists and entreprene
urs from overseas flock in search of fame, fast money and to participate in a technological revolution whose impact on mankind will surely surpass the epoch-making European Renaissance and Industrial Revolution of the bygone age.

It is noteworthy that close to50% of its skilled manpower, including engineers, scientists and entrepreneurs, come from Asia. Prominent among them are Indians and Chinese, and not a few Singaporeans. They include such illustrious names as Vinod Khosla who co-founded Sun Microsystems, Jerry Yang of Yahoo fame and Singaporean Sim Wong Hoo, to name a few.

Many countries have, or are in the process of creating, their own "Silicon Valley". So far, none has as yet threatened the preeminence of the US prototype. What makes Silicon Valley such a unique entity? There are several crucial factors.

First and foremost, it has the largest concentration of brilliant computer professionals and the best supporting services in the world, and easy access to world-class research institutions, like Stanford University, which continually nurtures would-be geniuses that the industry needs in order to move forward. Without these advantages, the Valley would be a different place.

Secondly, it actively encourages, or even exalts, risk-taking. Hence, failure holds no terror and there is no stigma attached to a failed effort. On the contrary, they will try even harder next time round. Such never-say-die approach is the sine qua non for the ultimate triumph in entrepreneurship and technological breakthrough.

A third decisive factor is the vital role of venture capitalists who willingly support promising start-ups with urgently needed initial capital to get them started. Some would even give failed entrepreneurs a second chance if convinced that a fresh concept might lead to eventual SUCCESS.

Of equal importance, many bright young people and middle level professionals are keen to work for a new venture at substantially reduced remuneration, as it offers more scope for entrepreneurship and job satisfaction than the established companies. There is also a pride of achievement if their efforts contribute to its fruition.

The Valley’s professionals are among the most hardworking people anywhere. A 15-hour day and 7-day week is not uncommon, especially during the start-up stage. They would give up social life, and curtail their family life too, in order to pursue the pot of gold at the end of the rainbow. It is this single minded pursuit of excellence, supported by strong ethos of team work and esprit de corps, which sustain them until their mission is accomplished.

Paper qualifications, though useful, is not a be all and end all. More weight is given to a candidate’s proven abilities and aptitude for the job. This is amply demonstrated by industry icons like Apple’s Jobs and Wozniak and Microsoft’s Gates, all college dropouts who might not have emerged in a qualification-conscious community.

While racial prejudice no doubt still exists in the United States, albeit in a less degrading form. as before, it is hardly discernible in the Valley. What counts most is one’s vision and track record, and not one’s nationality, skin colour or creed. This, together with its multiracial society, informal lifestyle. and agreeable climate, lure foreigners to its shores.

However, with the collapse of the US NASDAQ share index earlier this year resulting in the plunge in prices of technology shares listed on it and elsewhere, the hitherto valuable share options held by numerous paper dot.com millionaires have become virtually worthless in these changed circumstances. Those who could not take the heat, as it were, left their employment feeling disillusioned.

Be that as it may, the majority in the Valley view this traumatic experience only as a temporary setback for the

A.look for fame.

B.become rich quickly.

C.take part in a technological revolution.

D.emigrate there.

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第4题
I’ll come next month, unless you write ().

A.contrary

B.contrarily

C.on the contrary

D.to the contrary

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第5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 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 radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this ides 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—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. Alter 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.

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

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第6题
---I hear you like your new job.--- ____________ it‘s rather boring.

A.on the contrary

B.in contrast

C.on the other hand

D.to the contrary

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第7题
______the contrary, the rapid growth in enrollment over the last 40 years has come to an e
nd.

A. To

B. By

C. In

D. On

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第8题
contrary的同义替换()

A.restrain

B.opposite

C.matter

D.tension

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第9题
History is a record of mankind; different historians, ______ , interpret it differently.A.

History is a record of mankind; different historians, ______ , interpret it differently.

A.therefore

B.on the contrary

C.however

D.consequently

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