5月17日娛樂圈又傳來一個特大好消息,，有“香港第一美女”之稱的關(guān)之琳關(guān)大美人正式入駐抖音！

作為曾紅極一時的超級大美女,，關(guān)之琳的美簡直已經(jīng)成了一個時代的標(biāo)志,，至今仍有無數(shù)影迷對她的巔峰顏值念念不忘。在各大論壇只要po關(guān)之琳舊照就永遠(yuǎn)不愁點贊轉(zhuǎn)發(fā),，這大概就是美貌的力量,。

關(guān)之琳究竟美到了什么程度？舉兩個例子,。

70年代鐘鎮(zhèn)濤拜訪關(guān)山,，年僅14歲的關(guān)之琳從旁經(jīng)過，鐘鎮(zhèn)濤只看了一眼就徹底挪不開眼睛,，直接驚為天人,。

香港人迷信，認(rèn)為生孩子前看誰的照片多孩子就會像誰,。當(dāng)時好多香港孕婦床頭貼的就是關(guān)之琳小時候的照片,。

娛樂圈就有相關(guān)例子。張家輝的老婆關(guān)詠荷,，懷孕的時候床頭就貼了關(guān)之琳的照片,，每天都要故意多看兩眼，即將生產(chǎn)的時候拒見張家輝。

當(dāng)年的關(guān)之琳就是美到了這種程度,，以至于80年代剛剛出道即被媒體封為“香港第一美女”,，這個名頭還真沒人搶得走。

憑著這張近乎無敵的臉,，關(guān)之琳也確實足夠任性,。她拍戲一不能臟二不能累，再好的戲只要不好看她都不接,。就這種性格各大導(dǎo)演還是都搶著拍她,，畢竟她在鏡頭前擦潤膚露摸防曬膏就有一堆觀眾搶著買票。

關(guān)大美人甚至直到40歲都仍有一大票影迷追隨,。馮小剛拍《大腕》的時候,，男主角是葛優(yōu)，女主角就是關(guān)之琳,。

盡管關(guān)之琳已經(jīng)59歲,，輝煌不復(fù)從前，但作為一個時代的記憶其追隨者還是非常多的,。關(guān)之琳賬號開通僅僅7個小時,，粉絲就漲到了79萬，相信明天就能破100萬了,。

79萬粉什么概念,？那英入駐抖音3個月了，粉絲只有64萬,。

關(guān)之琳有大動作老朋友們自然會來捧場，首先出現(xiàn)在評論區(qū)的就是我們的不老男神,，永遠(yuǎn)的天王劉德華,！

關(guān)之琳視頻剛發(fā)布劉德華就火速留言：回頭便知……之琳妹終于來了，我坐等你的分享~

劉天王用一句歌詞表達(dá)了對關(guān)之琳的支持,，“回頭便知”4個字出自《心只有你》,，全句為“回頭便知，我心只有你,，沿途斜路,，愛卻在原地，平凡日子,，令我再一度回味,。想你，思想你,，心只有你,。”

歌詞由劉德華親自創(chuàng)作,，用來回應(yīng)關(guān)之琳實在再恰當(dāng)不過了,。

劉德華關(guān)之琳可以說是香港影壇最負(fù)盛名的“金童玉女”,，沒有之一！也是娛樂圈最古早的“cp”之一,。在不少影迷心中這倆人就是天造地設(shè)的一對,，談戀愛結(jié)婚生子簡直順利順理成章。

兩人的私交也確實不錯,，關(guān)之琳很仰慕劉德華的為人,，劉德華對關(guān)之琳也頗多照顧，沒走到一塊兒確實有點可惜,。即使劉德華早已結(jié)婚生子,，但在很多人眼里他仍然是關(guān)之琳的最佳歸宿。

現(xiàn)在兩人都已經(jīng)年近60,，昔日情愫早已內(nèi)化為兄妹情,。劉天王第一時間來捧場，關(guān)之琳也給足了面子,，迄今只關(guān)注了一個人,，當(dāng)然就是劉德華！

相信不少人已經(jīng)在盼著兩人再次合作了,，這種希望是有的,。關(guān)之琳自2004年《做頭》之后就淡出演藝圈，但也絕非永遠(yuǎn)不會復(fù)出?，F(xiàn)在娛樂圈這么發(fā)達(dá),，老大哥劉德華依然活躍，關(guān)大美人想拍戲?qū)嵲谔菀琢恕?/p>

算起來從2002年的《衛(wèi)斯理之藍(lán)血人》,，兩人已經(jīng)20年沒合作了,，希望2人盡快行動起來，再次給影迷帶來驚喜,。

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[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

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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.

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