证券回购是以证券为质押品而进行的短期资金融通，借款的利息等于（　　）之差。

国民经济发展的总体目标一般包括（　　）。

关于改革开放初期原有“四大专业银行”分工的下列说法中错误的是（　　）。

人民代表大会制度的核心内容是（　　）。

按照法律规定，职工累计工作已满1年不满10年的，可享受带薪年休假（　　）。

2020年2月初，武汉市开始连夜建设三所“（　　）”，用于专门收治确诊的新型冠状病毒感染的肺炎轻症患者。

2020年1月2日电，自今年1月1日起，符合条件的港澳台居民可在（　　）参加社会保险。目前，珠海市已启动实施港澳台居民参加珠海社会保险工作，专题部署和组织培训。

2020年1月5日，《庚子年》特种邮票首发仪式在（　　）举行，2020年是庚子鼠年，也是中国邮政发行生肖邮票（　　）周年，此次生肖邮票加入了邮票数字化内容。

“只要有信心，黄土变成金”所蕴含的的哲理是（　　）。

歌剧是将音乐、戏剧、文学（诗歌）、舞台美术融合为一体的综合性艺术。下列关于我国歌剧的表述错误的是（　　）。

丹霞地貌是指由陆相红色砂砾岩构成的具有陡峭坡面的各种地貌形态。以下景观属于丹霞地貌的是（　　）。

甲有一手表，委托乙保管，乙擅自将手表卖给丙，丙又赠与女友丁，丁戴上3天后在街头被戊抢走，戊后又遗失于街头，为庚拾得。根据《物权法》的规定，对该手表享有所有权的是（　　）。

根据我国《合同法》的规定，下列关于合同的形式说法正确的是（　　）。

某医院医生甲为患者乙做手术时将一块纱布遗留在乙腹腔，乙因此所受的损害应有（　　）。

下列哪项不属于20世纪的四大发明？（　　）

下列关于历史典籍，表述正确的是（　　）。

下列关于中国航天技术的说法，不正确的是（　　）。

在金融工具的性质中，成反比关系的是（　　）。

承担支持进出口贸易融资任务的政策性银行是（　　）。

以下不属于金融衍生品的是（　　）。

不属于商业银行经济资本管理内容的是（　　）。

不属于投行业务特征的是（　　）。

远期合约的最大功能是（　　）。

借助于金融市场的交易组织、交易规则和信用制度，以及丰富的可供选择的金融产品和便利的资产交易方式，为各种期限、内容不同的金融工具互相转换提供了必需的条件，可降低交易成本，便利金融工具实现交易的金融市场功能是（　　）。

下列哪家机构不属于我国成立的金融资产管理公司？（　　）

关于同业拆借，以下叙述正确的是（　　）。

不属于资产管理理论基础的是（　　）。

在货币资金借贷中，还款违约属于金融风险中的（　　）。

中国银行业协会的日常办事机构为（　　）。

第一家跨省区设立分支机构的城市商业银行是（　　）。

信用卡透支利率是日利率的（　　）。

某银行的核心资本为100亿元人民币，附属资本为50亿元人民币，风险加权资产为1500亿元人民币，则其资本充足率为（　　）。

在中央银行资产负债表中，属于负债项目的是（　　）。

完全竞争企业面临的需求曲线的需求价格弹性为（　　）。

科斯定理通常受到（　　）的影响，使私人间无法达成协议。

价格变动影响对总收益的影响取决于（　　）。

下列用于判断收入分配公平程度的经济指标是（　　）。

失业对社会稳定和经济健康发展都有十分严重的危害，为了对失业进行更深入地研究，经济学按失业的原因将其分为不同类型，下列不属于经济学按失业原因分类的是（　　）。

下列关于GDP和GNP两个经济概念的表述，不正确的是（　　）。

陕西未来将进一步加强交通基础设施建设，力争实现通村公路覆盖全部自然村。关于高速公路和通村公路，以下说法中正确的是（　　）。

据统计，自去年9月份以来，纯碱价格已经从1400元/吨左右上涨至2200元/吨左右，涨幅约60%。假设纯碱与甲商品是替代品，与乙商品是互补品。那么在其他条件不变的情况下，以下说法正确的是（　　）。

在某一时期，一国经济中总供求大体平衡，但存在消费需求不足而投资需求旺盛结构性矛盾，我国应实行（　　）。

下列行业中最接近于完全竞争模式的是（　　）。

在凯恩斯的几个持币动机理论中，他认为下列哪项（　　）对利率最为敏感。

贾某赴新加坡出差，行前到交通银行兑换500新加坡元，这时银行使用的价格是（　　）。

中央银行可以通过以下哪项政策来收缩货币？（　　）

央行两次降息，那么，降息对下列人员最有利的是（　　）。

三废（废气、废水、废渣），对社会产生的效应属于（　　）。

在我国，对于项目型管理的企业来说，会优先采取哪一种运作模式？（　　）

每个组织都需要注意本组织优良文化的积累，把组织精神灌输到一代又一代，这体现了组织文化的哪个特征？（　　）

如果一个公司经营状况严重恶化，要谨慎采用哪种用组织变革方式？（　　）

对高、中、低层管理人员的技能要求是有所区别的，按三种技能在其技能组成中的比重从大到小排列，对低层管理人员的技能要求应该是（　　）。

（　　）是指一个组织在长期发展过程中，把组织内全体成员结合在一起的行为方式、价值观念和道德规范，其具有目标导向、凝聚、激烈、创新等功能。

不列入存货的是（　　）。

某企业从外地购进甲种材料，买价3200元，外地用杂费120元，那么该材料实际成本是（　　）。

企业下列经济业务中，会影响其偿债能力的是（　　）。

企业自行建造固定资产过程中专用设备的折旧费，应计入（　　）科目。

当前公司A信贷购入了2325元人民币的原材料于生产，在30天后支付了这笔应付账款，又过了30天后客户B以3000元的价钱买入这笔原材料，客户将于30天后支付这笔应收账款，则公司的现金周期为（　　）天。

某公司一台机器使用期满决定报废。该机器原价500000元，己计折旧470000元，已计提减值准备15000元，在清理过程中支付清理费2000元，残料变卖收入20000元，不考虑相关税费，该机器的清理净收益是（　　）。

固定资产应当按（　　）取折旧，并根据用途分别计入相关资产的成本或当期费用。

在下列固定资产中，不属于企业资产，不计折旧的是（　　）。

下列属于无形资产的是（　　）。

实收资本10000万元，资本公积500万元，盈余公积150万元，未分配利润400万元，则留存收益为（　　）万元。

下列属于产品成本的是（　　）。

营业利润不包括以下哪项内容？（　　）

关于企业利润构成，下列表述不正确的是（　　）。

下列不属于企业经济利益流入的是（　　）。

It is not rare in（　　）that people in（　　）fifties are going to the university for further education.

He was no longer a（an）（　　）who failed in big events,like the 2008 Beijing Olympics,where he finished an unimpressive 11th.

I think I had at least a billion tests,including（　　）in which they cut out a piece of muscle from my leg and looked at it under a microscope.

After the exploration the army got the building（　　）and the（　　）area was also cut off from the outside.

（　　）the wealth of the country increases,more waste will be produced.

-Must I wait till you come back

-No,you（　　）.

In a desperate move to increase their revenues to meet their sales goal,the company is planning to offer a special discount（　　）its customers.

（　　）in computer technology are allowing users to reach into any part of the world by just clicking a mouse.

The company's profits are（　　）to hit their peak in the next quarter mainly due to the release of its new line of clothing.

Mr.Gonzalesr who has been a（　　）member of the country club for over 25 year,has recently been appointed president.

The（　　）of climbing to the top of the corporate ladder is best defined in the new book published by Scott Thompson,one of the most successful businessmen in history.

The（　　）tough training given by our company creates strong and able sales representatives who perform well above others in the same field.

Everybody showed great respect to the old doctor,who devoted everything he had to（　　）the poor conditions of the local hospital.

No student（　　）go out of school for snacks during the break without the teacher’s permission.

Mum,would you please buy me an ipad

—If you can help do the dishes the whole vacation,you（　　）have one as a reward.

How’s your tour around the North Lake Is it beautiful

—It（　　）be,but it is now heavily polluted.

Italy calls an emergency meeting to save the ancient city of Pompeii（　　）falling down.

Don’t bother your father tonight-he’s got a lot（　　）his mind.

According to some（　　）by some scholars,lung cancer is caused mainly by smoking.

The new store,（　　）is currently undergoing construction,will have its grand opening sometime next spring.

Passage 1

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

The“stock market game”mentioned in Paragraph 1 is meant to（　　）.

Passage 1

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

How does the writer show us that schools’interest in teaching financial classes has increased in paragraph 2 （　　）

Passage 1

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

According to the passage,taking money-management courses will（　　）.

Passage 1

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

After completing the financial class,Diane Ray is likely to（　　）.

Passage 1

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

The passage is mainly about（　　）.

Passage 2

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What is the finding of the Global Humanitarian Forum （　　）

Passage 2

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What do we learn about the Forum's report from the passage （　　）

Passage 2

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What does Dr.Pielke say about the Forum’s report （　　）

Passage 2

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What is Soren Andreasen's view of the report （　　）

Passage 2

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What does Kofi Annan say should be the focus of the Copenhagen conference （　　）

股票价格的确定取决于（　　）。

按照性质不同，金融工具可分为（　　）。

金融市场的构成要素包括（　　）。

在证券回购协议中，可以作为标的物的有（　　）。

下列关于商业票据的说法正确的是（　　）。

到期期限相同的债权工具利率不同是由以下哪些原因引起的？（　　）

影响客户还贷能力的因素，包括（　　）。

风险管理的“三道防线”包括（　　）。

根据不同的存取方式，定期存款可以分为（　　）。

商业银行的贷款业务有逐步“表外化”的倾向，具体业务包括（　　）。

关于无差异曲线特征的说法，正确的有（　　）。

序数效用论对消费者的偏好假设有（　　）。

凯恩斯的“流动性偏好理论”认为人们的货币需求是由（　　）所决定。

交换的帕累托最优状态是（　　）。

下列各项中，属于影响供给变动的因素有（　　）。

下列属于经济人假设的观点有（　　）。

组织变革的内部动因包括（　　）。

垂直型组织结构的优点有（　　）。

前景理论是由卡尼曼通过修正最大主观期望效用理论发展而来的。由该理论引申出以下四个基本结论，其中正确的是（　　）。

下列哪些不属于职能型组织结构最大的缺点？（　　）

下列可以通过固定资产清理科目核算的有（　　）。

下列各项中，仅引起资产项目一增一减的经济业务有（　　）。

企业的生产经营活动通常包括供应、生产和销售三个阶段，下列各项中，属于供应过程的有（　　）。

盈利能力指标有（　　）。

下列各项中，应计入“坏账准备”科目贷方的项目有（　　）。

下列通过其他应收款核算的是（　　）。

对于应收账款，下列说法正确的是（　　）。

下列关于复式记账法的表述中，正确的有（　　）。

财务报表按编报期间的不同，分为（　　）。

下列各项中，（　　）属于不定期并且全面财产清查。