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对广义表L=((a,b)，(c,d)，(e,f))执行操作tail(tail(L))的结果是 ()
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In Smith's view, a nation's wealth was dependent upon production, not agriculture alone. How much it produced, he believed, depended upon how well it combined labour and the other factors of production. The more efficient the combination, the greater the output, and the greater the nation's wealth.
The essence of Smith's economic philosophy was his belief that an economy would work best if left to function on its own without government regulation. In those circumstances, self-interest would lead business firms to produce only those products that consumers wanted, and to produce them at the lowest possible cost. They would do this, not as a means of benefiting society, but in an effort to outperform. their competitors and gain the greatest profit. But all this self-interest would benefit society as a whole by providing it with more and better goods and services, at the lowest prices.
Smith said in his book: "Every individual endeavours to employ his capital so that its produce may be of greatest value. He generally neither intends to promote the public interest, nor knows how much he is promoting it. He intends only his own security, only his own gain. And he is in this led by an 'invisible hand' to promote that which was no part of his intention. By pursuing his own interest he frequently promotes that of society more effectually than when he really intends to promote."
The "invisible hand" was Smith's name for the economic forces that we today would call supply and demand, Smith agreed with the physiocrats and their policy of "laissez faire", letting individuals and businesses function without interference from government regulation. In that way the "invisible hand" would be free to guide the economy and maximize production.
Smith was very critical-of monopolies which restricted the competition that he saw as vital for economic prosperity. He recognized that the virtues of the market mechanism are fully realized only when the checks and balances of perfect competition are present. Perfect competition refers to a market in which no firm or consumer is large enough to affect the market price. The "invisible hand" theory is about economies in which all the markets are
perfectly competitive. In such circumstances, markets will produce an efficient allocation of resources, so that an economy is on its production-possibility frontier. When all industries are subject to the checks and balances of perfect competition, markets can produce an efficient bundle of products with the most efficient techniques and using the minimum amount of inputs. But when monopolies become pervasive, the remarkable efficiency properties of the invisible hand may be destroyed.
What is the essence of Adam Smith's economic philosophy？
What does Professor Pornchai say about the future of is coffee paintings？
Why are some adults easy to lose their temper according to Dr. Menninger？
What does it mean？ The Project in the English Country School in southern England gives you some idea and shows how environment protection and language teaching can be combined together.
In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, litter surveys, recycling projects, acid rain surveys, farm visits, countryside walks, sculptures and collages created from natural materials.
It is all backed up in the classroom with EFL materials about the environment-the rain forests, biological diversity, global warming-and with materials which concentrate on the students' immediate environment under the general heading of "Health": smoking, alcohol and drug abuse, diet and exercise.
For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the type of material found and whether it is recyclable or not.
The students follow instructions to set up simple experiments to detect air and water pollution. They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare and collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practise language work on topics such as the Greenhouse Effect and Global Warming.
How do the students benefit from this？ In common with all project work, learner autonomy, co-operation and motivation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings.
Another advantage of Green EFL is that the environment is a global issue: What happens in one country affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching "Englishness", or "Americanness," or whatever other cultural values we might accidentally or deliberately put across to our students.
Finally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future.
For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Advanced English exam, with its emphasis on scientific/authentic English, has encouraged authors to include texts on various environmental issues.
Sue O'connell's "Focus on Advanced English", for example, includes a chapter called "Paradise Lost" about the rain forests; "Passport to Cambridge Advanced English" discusses the Greenhouse Effect and Global Warming; "Cambridge Advanced English' by Leo Jones, has a chapter about Greenpeace and the Antarctic; and so on. Environmental topics in Children% EFL textbooks are also catching on. Book 3 of Collins' "Mode" series is particularly useful.
The topics of the Green EFL program probably will NOT include ______.
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