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With the development of the global economy, many companies state their basic objective of engaging in a worldwide manufacturing business and claim that they are or are becoming a multinational company.Some economists (1) between the international firm and the multinational company in the following way: the "international firm" is a term that (2) enterprises with various degrees of world orientation in their business; (3) , the "multinational company" is one type of international firm. The international firm engages in any activity or (4) of activities from exporting, importing and licensing to full scale manufacturing in a number of countries. The international (5) of such a company varies from the point at which overseas sales and profits take on importance and top management begins to (6) some attention to them to the stage (7) the company is globally oriented in its marketing, production, (8) , and other decisions and considers alternative opportunities around the world.When a company reaches the latter stage, it becomes (9) . Thus, the multinational company is one type of international company. It is a (10) developed international company with a deep worldwide involvement and a global (11) in its management and decision making. More (12) , the multinational company in manufacturing does business in a number of countries; it has a substantial commitment of its resources in international business; it (13) international production in a number of countries; and it has a (14) perspective in its management. Significant (15) exist among multinational companies. First, such a company may not (16) do business in every region and country in the world, (17) it considers opportunities throughout the world. Second, it has a (18) portion of its assets invested in international business; (19) it makes a substantial part of its sales and earns a considerable part of its (20) overseas. Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 Points)18()

A. specifically
B. specially
C. socially
D. substantially

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Text 1Fossils are the remains and traces ( such as footprints or other marks) of ancient plant and animal life that are more than 10,000 years old. They range in size from microscopic structures to dinosaur skeletons and complete bodies of enormous animals. Skeletons of extinct species of humans are also considered fossils.An environment favorable to the growth and later preservation of organisms is required for the occurrence of fossils. Two conditions are almost always present: (1) The possession of hard parts, either internal or external, such as bones, teeth, skulls, shells, and wood; these parts remain after the rest of the organism has decayed. Organisms that lack hard parts, such as worms and jellyfish, have left few geologic records. (2) Quick burial of the dead organism, so that protection is afforded against weathering, bacterial action, etc.Nature provides many situations in which the remains of animals and plants are protected against destruction. Of these, marine sediment is by far the most important environment for the preservation of fossils, owing to the incredible richness of marine life. The beds of former lakes are also productive sources of fossils. The rapidly accumulating sediments in the channels, floodplains, and deltas of streams bury fresh-water organisms, along with land plants and animals that fall into the water. The beautifully preserved fossil fish from the Green River oil shale of Wyoming in the western United States lived in a vast shallow lake.The arctic ground in the far north acts as a remarkable preservative for animal fossils. The woolly mammoth, a long-haired mammal, and other mammals have been periodically exposed in the area of Siberia, the hair and red flesh still frozen in cold storage.Volcanoes often provide environments favorable to fossil preservation. Extensive falls of volcanic ash and coarser particles overwhelm and bury all forms of life, from flying insects to great trees.Caves have preserved the bones of many animals that died in them and were subsequently buried under a blanket of clay or a cover of dripstone. Predatory animals and early humans alike sought shelter in caves and brought food to them to be eaten, leaving bones that have been discovered. We can infer from the example of the woolly mammoth that()

A. it used to live in the arctic area only.
B. it lived in Siberia long ago.
C. it is extinct today.
D. it is a long-haired mammal.

Text 3In the angry debate over how much of IQ comes from the genes that children inherit from parents and how much comes from experiences, one little fact gets overlooked: no one has identified any genes (other than those in the case of retardation) that affect intelligence. So researchers led by Robert Plomin of London’s Institute of Psychiatry decided to look for some.Plomin’s colleagues drew blood from two groups of 51 children each. They are all White living in six counties around Cleveland. In one group, the average IQ is 136. In the other group, the average IQ is 103. Isolating the blood cells, the researchers then examined each child’s chromosome 6 ( One of 23 human chromosomes along which genes made of DNA). Of the 37 landmarks on chromo- some 6 that the researchers looked for, one jumped out: a form of gene called IGF2R occurred in twice as many children in high-IQ group as in the average group -- 32 percent versus 16 percent. The survey concludes that it is this form of the IGF2R gene, called allele 5, that contributes to intelligence.Plomin cautions that "this is not a genius gene. h is one of many." ( About half the differences in intelligence between one person and another are thought to reflect different genes, and half reflect different life experiences. ) The gene accounts for no more than four extra IQ points. And it is neither necessary nor sufficient for high IQ: 23 percent of the average-IQ kids did have it, but 54 percent of genius kids did not.The smart gene is known by the interesting name "insulinlike growth factor 2 receptor" (IGF2R to its fun). It lets hormones like one similar to insulin dock with cells. Although a gene involved with insulin is not the most obvious candidate for an IQ gene, new evidence suggests it might indeed play the role. Sometimes when a hormone docks with the cell, it makes the cell grow; sometimes it makes the cell commit suicide. Both responses could organize the development of the brain. Scientists at the National Institutes of Health find that insulin can stimulate nerves to grow. And in rat brains, regions involved in learning and memory are chock full of insulin receptors.Even though this supports the idea that IGF2R can affect the brain and hence intelligence, some geneticists see major problem with the IQ-gene study. One is the possibility that Plomin’s group fell for what’s called the chopsticks fallacy. Geneticists might think they’ve found a gene for chopsticks skill, but all they’ve really found is a gene more common in Asian than, say, Africans. Similarly, Plomin’s IQ gene might simply be one that is more common in groups that emphasize academic achievement. "What if the gene they’ve found reflects ethnic differences" asks geneticist Andrew Feinberg of Johns Hopkins University. "I would take these findings with a whole box of salt." It is found that insulin()

A. is IQ gene.
B. encourages nerves to grow.
C. has nothing to do with IQ gene.
D. is decisive to the development of intelligence.

Text 3In the angry debate over how much of IQ comes from the genes that children inherit from parents and how much comes from experiences, one little fact gets overlooked: no one has identified any genes (other than those in the case of retardation) that affect intelligence. So researchers led by Robert Plomin of London’s Institute of Psychiatry decided to look for some.Plomin’s colleagues drew blood from two groups of 51 children each. They are all White living in six counties around Cleveland. In one group, the average IQ is 136. In the other group, the average IQ is 103. Isolating the blood cells, the researchers then examined each child’s chromosome 6 ( One of 23 human chromosomes along which genes made of DNA). Of the 37 landmarks on chromo- some 6 that the researchers looked for, one jumped out: a form of gene called IGF2R occurred in twice as many children in high-IQ group as in the average group -- 32 percent versus 16 percent. The survey concludes that it is this form of the IGF2R gene, called allele 5, that contributes to intelligence.Plomin cautions that "this is not a genius gene. h is one of many." ( About half the differences in intelligence between one person and another are thought to reflect different genes, and half reflect different life experiences. ) The gene accounts for no more than four extra IQ points. And it is neither necessary nor sufficient for high IQ: 23 percent of the average-IQ kids did have it, but 54 percent of genius kids did not.The smart gene is known by the interesting name "insulinlike growth factor 2 receptor" (IGF2R to its fun). It lets hormones like one similar to insulin dock with cells. Although a gene involved with insulin is not the most obvious candidate for an IQ gene, new evidence suggests it might indeed play the role. Sometimes when a hormone docks with the cell, it makes the cell grow; sometimes it makes the cell commit suicide. Both responses could organize the development of the brain. Scientists at the National Institutes of Health find that insulin can stimulate nerves to grow. And in rat brains, regions involved in learning and memory are chock full of insulin receptors.Even though this supports the idea that IGF2R can affect the brain and hence intelligence, some geneticists see major problem with the IQ-gene study. One is the possibility that Plomin’s group fell for what’s called the chopsticks fallacy. Geneticists might think they’ve found a gene for chopsticks skill, but all they’ve really found is a gene more common in Asian than, say, Africans. Similarly, Plomin’s IQ gene might simply be one that is more common in groups that emphasize academic achievement. "What if the gene they’ve found reflects ethnic differences" asks geneticist Andrew Feinberg of Johns Hopkins University. "I would take these findings with a whole box of salt." Robert Plomin did the survey involving two groups of students in order to()

A. find out the differences of intelligence between the students.
B. make sure how many chromonsomes a healthy person have.
C. detect any genes which influence human beings’ intelligence.
D. find out the IQ differences between children and adults.

反诉,是指在已经开始的民事诉讼中,被告向审判机关提出的旨在使原诉被撤销或失去作用的反请求。反诉中的被告即是本诉的原告,反诉最迟在本诉判决之前提起。反诉只能向审理本诉的审判机关提起,反诉与本诉的诉讼标的或诉讼理由应当具有牵连的关系。 根据上述定义,下面哪种情况属于反诉( )

A. 两人因为民事纠纷诉诸法律,法庭作出一审判决,被告胜诉,原告不服,于是又向高一级的人民法院提出了诉讼请求
B. 一个无业游民,有一次私闯别人住宅被人以人室行窃罪告上法庭,但是在他进入主人房间时发现了主人有重大的杀人嫌疑,于是他以谋杀罪对该主人进行起诉
C. 一工厂经理因挪用公款被会计发现,因怕他会告发,于是恶人先告状,以渎职罪等罪名对会计进行起诉
D. 广东两家公司发生经济纠纷,卖方因为买方拒不履行合同交付全部货款,对买方进行起诉,在审理中,买方认为是卖方货物质量太差造成的,买方理由充分,因而对被告进行起诉,以讨个说法

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