SomeofthemeatcamefromCanada.Howabout_____? A: another B: theother C: others D: therest

How much would you pay for this store’s main product on Saturday if it cost $100 during therest of week? A: $90. B: $80. C: $70. D: $60.

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Inthecarpentryschooltheboyswerelearningtobuildlargerhouses. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.TheAndeanIndiansliveinthevillagesalloverSouthAmerica. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Whenthewritervisitedthevillageoftheoldestprojecttheweathertherewascold. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Theproblemoftoomanycarpentersfromthetrainingschoolswouldbesolvedbymovingsomecarpenterstootherpartsofthecountry. A: Y B: N C: NG

ThelessonsofstatefailureTraditionaldiplomacydealswithrisksofconflictbetweennation-states.Theserisksareofcoursestillpresent,butamorepervasivedangeristhatstateswillsimplycollapse.OfadozenorsoconflictsinAfricainrecentyears,few,ifany,haveinvolvedcross-borderaggression.Instead,bankruptandimpoverishedstateshaveimploded,thevacuumfillednotbyregimeswithnewlyconsolidatedpowerbutbybrutalviolenceengulfingcivilians.Thedisasterthenfansouttoneighboringcountries,andeventuallymuchfartherafield.Aspecial"taskforceonstatefailure"setupbyAmerica’’sCIAhasfoundthatthreevariablesaremostpredictiveofstatestabilityorinstability:theopennessoftheeconomy;democracy;andinfantmortality.Insub-SaharanAfrica,wheremuchofthepopulationlivesontheedgeofsubsistence,povertyandsloweconomicgrowth,oroutrightdecline,increasedthelikelihoodoffuturestatecollapse,therebytrappingthecountriesinaviciouscircleofpovertyandpoliticalinstability.Richcountries,ontheotherhand,tendtomaintainpoliticalstabilitywhich,inturn,promotesfurthereconomicdevelopment.Whencountrieswereclassifiedin1990bytheirstatusintheUnitedNationsHumanDevelopmentIndex(anindexofincome,literacyandhealth),high-developmentcountriesachievedrobustandstableeconomicgrowthduring1990-98,withaveragegrowthratesofaround2.3%ayearandwith35outof36countriesenjoyingrisinglivingstandards.Middle-developmentcountriesachievedaslightlylowergrowthrate,1.9%ayear,but7outof34countriesexperiencedoutrightdeclinesinlivingstandards.Thepoorestcountriesaveragednoeconomicgrowthatall,with15outof39experiencingfallinglivingstandards.Theflip-sidetothepovertytrap,however,isthatthegainsofdevelopmenttendtobesustained,oncecountriesbreakthroughtosufficientlevelsofincome,healthandliteracy.ConservativesinAmericaoftenaskwhyitmattersifanimpoverishedcountrycollapses.Theansweristhat,asidefromhumanitarianconcerns,crisesinsuchfarawayplacesoftensucktheUnitedStatesintocrisisaswell.Since1960,AmericahasbeendraggedintomilitaryconflictsinCuba,Thailand,Laos,Congo,Vietnam,theDominicanRepublic,Cambodia,Cyprus,Lebanon,Zaire,ElSalvador,Libya,Lebanon,Honduras,Nicaragua,Chad,Liberia,Bosnia,Somaliaand,morerecently,KosovoandColombia.Statefailures,orevenmilderstateinstability,havealsounderminedAmericanandglobalintereststhroughgloballytransmittedfinancialcrises,drug-trafficking,money-laundering,terrorism,thespreadofdiseasessuchasAIDSandmassrefugeeflows.Onthepositiveside,sustainedeconomicdevelopmentwouldcreatenewandpotentiallylargegainsfromtrade,aswellasmuch-neededcooperationinscienceandculture.Evenwhenaproblemiscorrectlyidentified,thereisastunningdisconnectbetweenriskandactioninAmerica’’sforeigneconomicpolicy.TheglobalAIDSepidemic,forexample,hasrecentlyandwiselybeenidentifiedasarisktothesecurityoftheUnitedStates.WhatactionhasbeentakenPresidentGeorgeBushhascalleduponAmericanstogivejust$200million,or70centseach,tothenewglobalfundtofightthedisease.Thefailuretomakeevenbasicinvestmentsinforeignpolicyhasbeenpervasive,andtheexamplesarelegion.Elevenyearsago,thelastprimeministerofunifiedYugoslavia,AnteMarkovic,launchedalast-ditchplanforeconomicstabilization.HeappealedtoEuropeandtheUnitedStatesforareductionindebt-servicingandothermodestfinancialsupport,butwasturneddownbythecreditorgovernments.Economicstabilisationwasundermined,andthishelpedSlobodanMilosovictogettheupperhand.Therest,astheysay,ishistory.InthepasttwoyearsAmericaandEuropeancountrieshavemadethesamemistakeinNigeria,animpoverishedandunstablecountryemergingfromyearsofcorruptdespotism.AlthoughNigeria’’soilearnings,netofproductioncostsandincometoforeignoilcompanies,amounttoaroundonly$90perNigerianayear,theUnitedStatesandEuropecontinuetoprevaricateoverurgentlyneededdebt-reductionbecausetheoilearningsareeasytosqueezefordebt-servicepayments.ThenewdemocraticregimeofPresidentOlesegunObasanjoisputatrisk,andLibya’’sleader,MuammarQaddafi,doesnotmissachancetoinflamemattersinNigeria’’sIslamicnorthernstates.Areaafterareaofneglectcanbecatalogued,fromthestrife-tornAndestoregionsaroundtheworldunderminedbyclimatechange.Throughallofit,theUnitedStatesbarelyliftsafinger.ItsomehowthinksthatsendingtheimpoverishedandunstablegovernmentsdownPennsylvaniaAvenuetogetloansfromtheIMFandtheWorldBankwilldothejob,butevensomestaffofthoseorganisationsnowpubliclyacknowledgethattheyhavefailed:makingloanswhengrantsareneeded,imposingexcessiveausteritybycollectingratherthancancelingdebts,andfailingtofindpartner-institutionswiththescientificexpertisetotackleunderlyingproblemsofdisease,lowfoodproduction,climaticstressandenvironmentaldegradation.

作业:【主谓一致】1.语法一致的原则2.意义一致的原则3.邻近一致的原则【名师点睛】谓语受主语支配,须和主语在人称和数上保持一致,这叫做主谓一致。主谓一致一般遵循三条原则:语法一致原则,意义一致原则和就近一致原则。1.语法一致的原则(1)以单数名词或代词,动词不定式短语作主语时,谓语动词要用单数;主语为复数时,谓语用复数,例如:Hegoestoschoolearlyeverymorning.Thechildrenareplayingoutside.Toworkhardisnecessaryforastudent.(2)由and或both......and连接的并列成分作主语时,谓语动词用复数。例如:BothheandIareright.Mr.BlackandMrs.BlackhaveasoncalledTom.但并列主语如果指的是同一人,同一事物或同一概念,谓语动词用单数。例如:Histeacherandfriendisabeautifulgirl.Thepoetandwriterhascome.(3)由and连接的并列单数主语之前如果分别由each,every修饰时,其谓语动词要用单数形式。例如:Inourcountryeveryboyandeverygirlhastherighttoreceiveeducation.Eachmanandeachwomanisaskedtohelp.(4)主语是单数时,尽管后面跟有but,except,besides,with等介词短语,谓语动词仍用单数。例如:Theteacherwithhisstudentsisgoingtovisitthemuseum.Nobodybuttwoboyswaslateforclass.Breadandbutterisadailyfoodinthewest.(5)一些只有复数形式的名词,如people,police,cattle,clothes等作主语时,谓语动词要用复数。例如:Alotofpeoplearedancingoutside.Thepolicearelookingforlostboy.(6)由each,some,any,no,every构成的复合代词作主语时,谓语动词都用单数。例如:Iseverybodyready?Somebodyisusingthephone.(7)有两部分构成的物体的名词,如glasses,shoes,trousers,chopsticks,scissors等作主语时,谓语动词用复数。例如:Wherearemyshoes?Ican’tfindthem.Yourtrousersaredirty.You’dbetterchangethem.如果这类名词前用了apairof等,则往往用作单数,谓语动词的单复数形式往往取决于pair的单复数形式。例如:Herearesomenewpairsofshoes.Mynewpairofsocksisonthebed.2.意义一致的原则(1)表时间、距离、价格、度量衡等的名词作主语时,谓语动词通常用单数。例如:Twentyyearsisnotalongtime.Tendollarsistoodear.(2)有些集合名词,如family,team等作主语时,如作为一个整体看待,谓语动词用单数;如指其中每个成员,则用复数。例如:Myfamilyisbigone.MyfamilyarewatchingTV.(3)不定代词由all,most,more,some,any,none作主语时,也要依这些代词表示的意义来决定谓语动词的单复数形式。如果代词代表复数可数名词,谓语动词用复数;如果代词代表单数可数名词或不可数名词,谓语动词用单数。例如:Alloftheworkhasbeenfinished.Allofthepeoplehavegone.(4)疑问代词作主语时,其谓语动词也有两种情况:主语表示复数意义,谓语动词用复数;主语表示单数意义,则谓语动词用单数。例如:Whoisyourbrother?WhoareLeaguemembers?(5)“分数或百分数+of+名词”构成的词组作主语时,其谓语动词要以of后面的名词而定。名词是复数,谓语动词用复数:名词是单数,谓语动词用单数。例如:Itissaidthat35percentofthedoctorsarewomen.Threefourthsofthesurfaceoftheearthissea.(6)half,therest等表示不定数量的名词作主语时,如果所指为复数意义,动词用复数;如果所指为单数意义,动词用单数。例如:Ihavereadalargepartofthebook,therestismoredifficult.Onlytenstudentsattendedtheclassbecausealltherestwereoffsick.(7)由what引导地主于从句作主语时,通常谓语动词用单数形式。但如果所指内容为复数意义时,谓语动词用复数形式。例如:Whatshesaidiscorrect.Whatsheleftmeareafewoldbooks.(8)凡是以“定冠词+形容词(或分词)”作主语,往往根据意义一致的原则决定谓语动词的单复数形式。如果这种主语指的是一类人,谓语动词用复数;如果指的是一个人或抽象概念,谓语动词用单数形式。例如:Thesickhavebeencuredandthelosthavebeenfound.Thedeadisafamousperson.3.邻近一致的原则(1)由连词or,either......or,neither......nor,notonly...butalso,等连接的并列主语,如果一个是单数,一个是复数,则谓语动词按就近一致原则,与最靠近它的主语一致。例如:EitheryouorIamright.Neitherthechildrennortheteacherknowsanythingaboutit.(2)在“Therebe”句型中,谓语动词和靠近的主语一致。Therearetwoapplesandoneegginit.(3)aswellas和名词连用时,谓语动词和第一个名词相一致。HeaswellasIisresponsibleforit.不但是我,他对这件事也有责任。(4)以here开头的句子,其谓语动词和靠近的主语一致。Hereisaletterandsomebooksforyou.【实例解析】1.Howtimeflies!Tenyears________passed.A.haveB.hasC.isD.are答案:B。该题考查的是主谓一致。Tenyears通常被看作是一个时间整体,谓语动词用单数形式。2.Notonlyhisparentsbutalsohisbrother________totheSummerPalace.Theyhaven’tbeenback.A.havebeenB.havegoneC.hasbeenD.hasgone答案:D。该题考查的是主谓一致。如果由notonly...butalso连接两个并列主语,其谓语动词同相邻的主语保持一致,谓语动词应用单数形式。又因为他们还都没有回来,所以用hasgone而不用hasbeen。3.Neithermyfather________goingtoseethepatient.A.norIamB.norIareC.ormeareD.ormeis答案:A。该题考查的是主谓一致。Neither...nor是一组连词,可连接连个并列主语,其谓语动词应同靠近的主语I保持一致,因此应选A。4.Look!There_______playingwiththetouristsonYinheSquare.A.areanumberofdeerB.areanumberofdeersC.isanumberofdeerD.isanumberofdeers答案:A。该题考查的是主谓一致。这个句子的主语是anumberofdeer,是个复数概念,因此谓语动词应用复数形式。(deer单复数相同)