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5月17日娱乐圈又传来一个特大好消息，有“香港第一美女”之称的关之琳关大美人正式入驻抖音！ 作为曾红极一时的超级大美女，关之琳的美简直已经成了一个时代的标志，至今仍有无数影迷对她的巅峰颜值念念不忘。在各大论坛只要po关之琳旧照就永远不愁点赞转发，这大概就是美貌的力量。 关之琳究竟美到了什么程度？举两个例子。 70年代钟镇涛拜访关山，年仅14岁的关之琳从旁经过，钟镇涛只看了一眼就彻底挪不开眼睛，直接惊为天人。 香港人迷信，认为生孩子前看谁的照片多孩子就会像谁。当时好多香港孕妇床头贴的就是关之琳小时候的照片。 娱乐圈就有相关例子。张家辉的老婆关咏荷，怀孕的时候床头就贴了关之琳的照片，每天都要故意多看两眼，即将生产的时候拒见张家辉。 当年的关之琳就是美到了这种程度，以至于80年代刚刚出道即被媒体封为“香港第一美女”，这个名头还真没人抢得走。 凭着这张近乎无敌的脸，关之琳也确实足够任性。她拍戏一不能脏二不能累，再好的戏只要不好看她都不接。就这种性格各大导演还是都抢着拍她，毕竟她在镜头前擦润肤露摸防晒膏就有一堆观众抢着买票。 关大美人甚至直到40岁都仍有一大票影迷追随。冯小刚拍《大腕》的时候，男主角是葛优，女主角就是关之琳。 尽管关之琳已经59岁，辉煌不复从前，但作为一个时代的记忆其追随者还是非常多的。关之琳账号开通仅仅7个小时，粉丝就涨到了79万，相信明天就能破100万了。 79万粉什么概念？那英入驻抖音3个月了，粉丝只有64万。 关之琳有大动作老朋友们自然会来捧场，首先出现在评论区的就是我们的不老男神，永远的天王刘德华！ 关之琳视频刚发布刘德华就火速留言：回头便知……之琳妹终于来了，我坐等你的分享~ 刘天王用一句歌词表达了对关之琳的支持，“回头便知”4个字出自《心只有你》，全句为“回头便知，我心只有你，沿途斜路，爱却在原地，平凡日子，令我再一度回味。想你，思想你，心只有你。” 歌词由刘德华亲自创作，用来回应关之琳实在再恰当不过了。 刘德华关之琳可以说是香港影坛最负盛名的“金童玉女”，没有之一！也是娱乐圈最古早的“cp”之一。在不少影迷心中这俩人就是天造地设的一对，谈恋爱结婚生子简直顺利顺理成章。 两人的私交也确实不错，关之琳很仰慕刘德华的为人，刘德华对关之琳也颇多照顾，没走到一块儿确实有点可惜。即使刘德华早已结婚生子，但在很多人眼里他仍然是关之琳的最佳归宿。 现在两人都已经年近60，昔日情愫早已内化为兄妹情。刘天王第一时间来捧场，关之琳也给足了面子，迄今只关注了一个人，当然就是刘德华！ 相信不少人已经在盼着两人再次合作了，这种希望是有的。关之琳自2004年《做头》之后就淡出演艺圈，但也绝非永远不会复出。现在娱乐圈这么发达，老大哥刘德华依然活跃，关大美人想拍戏实在太容易了。 算起来从2002年的《卫斯理之蓝血人》，两人已经20年没合作了，希望2人尽快行动起来，再次给影迷带来惊喜。 END谢谢观看 推荐一个免费在线看:电影漫画公众号 ……………………………………………………… …………………………………………………………………………………… [以下英文版] Astolpho, on approaching the edifice, saw a venerable man advance to meet him. This personage was clothed in a long vesture as white as snow, while a mantle of purple covered his shoulders, and hung down to the ground. A white beard descended to his middle, and his hair, of the same color, overshadowed his shoulders. His eyes were so brilliant that Astolpho felt persuaded that he was a blessed inhabitant of the heavenly mansions. The sage, smiling benignantly upon the paladin, who from respect had dismounted from his horse, said to him: 'Noble chevalier, know that it is by the Divine will you have been brought to the terrestrial dise. Your mortal nature could not have borne to scale these heights and reach these seats of bliss if it were not the will of Heaven that you should be instructed in the means to succor Charles, and to sustain the glory of our holy faith. I am prepared to impart the needed counsels; but before I begin let me welcome you to our sojourn. I doubt not your long fast and distant journey have given you a good appetite.' The aspect of the venerable man filled the prince with admiration; but his surprise ceased when he learned from him that he was that one of the Apostles of our Lord to whom he said, 'I will that thou tarry till I come.' St. John, conducting Astolpho, rejoined his companions. These were the patriarch Enoch and the prophet Elijah; neither of whom had yet seen his dying day, but, taken from our lower world, were dwelling in a region of peace and joy, in a climate of eternal spring, till the last trumpet shall sound. The three holy inhabitants of the terrestrial dise received Astolpho with the greatest kindness, carried him to a pleasant apartment, and took great care of the Hippogriff, to whom they gave such food as suited him, while to the prince they presented fruits so delicious that he felt inclined to excuse our first parents for their sin in eating them without permission. Astolpho, having recruited his strength, not only by these excellent fruits, but also by sweet sleep, roused himself at the first blush of dawn, and as soon as he left his chamber met the beloved Apostle coming to seek him. St. John took him by the hand, and told him many things relating to the past and the future. Among others, he said, 'Son, let me tell you what is now going on in France. Orlando, the illustrious prince who received at his birth the endowment of strength and courage more than mortal, raised up as was Samson of old to be the champion of the true faith, has been guilty of the basest ingratitude in leaving the Christian 673 camp when it most needed the support of his arm, to run after a Saracen princess, whom he would fain marry, though she scorns him. To punish him his reason has been taken away, so that he runs naked through the land, over mountains and through valleys, without a ray of intelligence. The duration of his punishment has been fixed at three months, and that time having nearly expired, you have been brought hither to learn from us the means by which the reason of Orlando may be restored. True, you will be obliged to make a journey with me, and we must even leave the earth, and ascend to the moon, for it is in that planet we are to seek the remedy for the madness of the paladin. I propose to make our journey this evening, as soon as the moon appears over our head.' As soon as the sun sunk beneath the seas, and the moon presented its luminous disk, the holy man had the chariot brought out in which he was accustomed to make excursions among the stars, the same which was employed long ago to convey Elijah up from earth. The saint made Astolpho seat himself beside him, took the reins, and giving the word to the coursers, they bore them upward with astonishing celerity. At length they reached the great continent of the Moon. Its surface appeared to be of polished steel, with here and there a spot which, like rust, obscured its brightness. The paladin was astonished to see that the earth, with all its seas and rivers, seemed but an insignificant spot in the distance. The prince discovered in this region so new to him rivers, lakes, plains, hills, and valleys. Many beautiful cities and castles enriched the landscape. He saw also vast forests, and heard in them the sound of horns and the barking of dogs, which led him to conclude that the nymphs were following the chase. The knight, filled with wonder at all he saw, was conducted by the saint to a valley, where he stood amazed at the riches strewed all around him. Well he might be so, for that valley was the receptacle of things lost on earth, either by men's fault, or by the effect of time and chance. Let no one suppose we speak here of kingdoms or of treasures; they are the toys of Fortune, which she dispenses in turning her wheel; we speak of things which she can neither give nor take away. Such are reputations, which appear at one time so brilliant, and a short time after are heard of no more. Here, also, are countless vows and prayers for unattainable objects, lovers' sighs and tears, time spent in gaming, dressing, and doing Stock Market Games Rather than asking students to pick a winning portfolio, teachers should use the stock market to show students the actual workings of corporations. For example, reading the stock pages could help students to see corporate ownership behind popular name brands. Beginning with Oscar Meyer wieners, a student will learn that they are produced by Kraft Foods, combined with the tobacco company, Philip Morris, now renamed Altria, which is the same corporation that makes Miller Beer, Marlboro cigarettes, Maxwell House coffee, and Velveeta cheese. These examples would show students the power over food marketing held by corporations such as this conglomerate, and the problems of its proposed merger with Nabisco. Point out that speculation is not only extremely risky, but it is potentially harmful for the economy if it directs investment away from socially useful purposes. One can easily imagine an exciting simulation game that includes the real-world possibility of stock prices first rising irrationally, only to fall when investors lose confidence. Students might buy and sell stocks as quickly as they can, passing the hot stock to someone else—until the bubble bursts and the stocks are worthless. Stock market games teach that buying stock gives one “ownership” of a corporation, that is, voting rights in decision making. The reality is that shareholders rarely influence company policy; corporate governance is a complex process, with decision making split between management and those with a large number of shares. Instead of perpetuating the myth of shareholder democracy, ask students to find out how a local corporation decides to introduce a new product or move its production facilities. 112 TEACHING ECONOMICS, CHAPTER BY CHAPTER NOTE 1. JA Economics, Colorado Springs: Junior Achievement, 2000, p. 65. 2. This is from data published in 1999, the same year used in the JA materials. By 2002, the figure for employment at firms with less than 100 workers had dropped to 36 percent. LABOR 10 AND THE DISTRIBUTION OF WEALTH AND INCOME 113 Labor and the Distribution of Wealth and Income M ost high school textbooks first describe labor markets in terms of neoclassical theory based on supply and demand, and then go on to interesting and real-world topics including discrimination, unions, and negotiations. Unfortunately, the treatment of each is usually brief and out of context, so students will have difficulty seeing the connection to their own lives or controversies they see in the news. In addition, few textbooks have much to say about the distribution of wealth and income—an unfortunate gap, since this, too, is highly relevant to students’ everyday experience. Nor do textbooks cover unpaid labor such as care for children or other family members, even though it is a large portion of many people’s “work” day and of increasing interest to economists. This chapter provides resources for filling these gaps. Because the issues are critical to understanding the economy and likely of relevance to your students, you might consider spending more time on these topics than is allocated in your textbook. 10.1 WHAT DETERMINES WAGES? Textbooks generally point out some of the factors that are important in explaining variations in wages across workers, such as the degree of ability, effort, education, training, and experience a worker brings to a job, and the strength of labor market demand for particular occupations. But real-world studies show that wages and salaries are affected by many other factors as well, including the relative power possessed by employers and employees, social and governmental institutions, the presence or absence of unions, and discrimination. 113 114 TEACHING ECONOMICS, CHAPTER BY CHAPTER If students study only the narrow theory presented in many books, they will be ill equipped to understand why individuals have such widely differing incomes, and why some productive efforts are not well rewarded—or not paid at all. NCEE Standard #13 Income for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are. This standard attributes variations in people’s wage incomes to variations in their productivity, following the theoretical model of neoclassical economics. Many labor economists, however, would say that looking at wage outcomes as though they represent only productivity and competitive market value is much too simplistic. 10.2 POWER IN LABOR MARKETS In the competitive market assumed by most supply-and-demand explanations, neither the workers nor the employers have any market power. But most labor markets are not well described by the economic model of “perfect competition.” Your textbook probably discusses the case of monopoly—or one seller—in one of its chapters, but is less likely to discuss the case of monopsony, or one buyer. This theory is particularly relevant to labor markets. A case of pure monopsony occurs when one company is the only big employer in a geographic area (such as a mining company in a “company town”) or is the only employer of workers with a certain type of skill (for example, steel working or high school teaching). In such a case, potential workers are left with the choice of working for that company, not working at all, or facing potentially large expenses and substantial disruption to their family and social networks should they consider moving or retraining in another field. LABOR AND THE DISTRIBUTION ACTIVITIES OF AND WEALTH AND INCOME 115 RESOURCES Variations in Rewards to Labor Students can explore typical earnings for a large number of occupations in the U.S. Bureau of Labor Statistics Occupational Outlook Handbook (www.bls.gov). Ask students to report the median earnings and the spread in earnings (middle 50 percent) for a variety of occupations. Then students might explore reasons for differences in earnings by occupation beginning with the Handbook’s information on the nature of the work, training requirements, and the job outlook. nothing, the leisure of the dull and the intentions of the lazy, baseless projects, intrigues, and plots; these and such like things fill all the valley. 674 谢谢观看 |
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来自： 公司总裁 > 《女神/最佳/写真/旧照》
