Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct...

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9 tháng 12 2019 lúc 17:51

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

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Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, one important change in United States education by the 1920's was that _____.

A. the amount of time spent on formal education was limited

B. new regulations were imposed on nontraditional education

C. adults and children studied in the same classes

D. most places required children to attend school

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Dương Minh

7 tháng 5 2017 lúc 13:54

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.

A. the expanding economic problems of schools

B. the growing number of schools in frontier communities

C. an increase in the number of trained teachers

D. the increased urbanization of the entire country

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Dương Minh

17 tháng 1 2017 lúc 14:21

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Which paragraph mentions the importance of abilities and experience in formal schooling?

A. Paragraph 2

B. Paragraph 4

C. Paragraph 1

D. Paragraph 3

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Dương Minh

11 tháng 1 2018 lúc 11:01

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, early-twentieth century education reformers believed that _____.

A. special programs should be set up in frontier communities to modernize them

B. corporations and other organizations damaged educational progress

C. different groups needed different kinds of education

D. more women should be involved in education and industry

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Dương Minh

26 tháng 5 2018 lúc 17:28

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Women were trained to be consumer homemakers as a result of _____.

A. scarcity in the highly industrialized early-twentieth-century United States

B. economic necessity in the highly industrialized early-twentieth-century United States

C. income-producing activities in the highly industrialized early-twentieth-century United States

D. overproduction in the highly industrialized early-twentieth-century United States

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Dương Minh

7 tháng 12 2019 lúc 6:22

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The paragraph preceding the passage probably discusses _____.

A. the industrialization and the bureaucratization of economic life the United States in the nineteen

century

B. the formal schooling in the United States in the nineteen century

C. the urbanization in the United States in the nineteen century

D. the most important means of integrating immigrants into American society in the nineteen century

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Dương Minh

1 tháng 2 2017 lúc 2:53

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling in...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

(1) As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

(2) The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

(3) Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

(4) Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word "it" in line 19 refers to _____.

A. education

B. consumption

C. production

D. homemaking

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Dương Minh

6 tháng 2 2019 lúc 2:01

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expans...

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Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expansion.

Our excellent natural resources paved the way for the development of abundant capital to increase our growth. Capital includes the tools – such as: machines, vehicles, and buildings – that makes the outputs of labor and resources more valuable. But it also includes the funds necessary to buy those tools. If a society had to consume everything it produced just to stay alive, nothing could be put aside to increase future productions. But if a farmer can grow more corn than his family needs to eat, he can use the surplus as seed to increase the next crop, or to feed workers who build tractors. This process of capital accumulation was aided in the American economy by our cultural heritage. Saving played an important role in the European tradition. It contributed to American’s motivation to put something aside today for the tools to buy tomorrow.

The great bulk of the accumulated wealth of America, as distinguished from what was consumed, was derived either directly or indirectly from trade. Though some manufacturing existed, its role in the accumulation of capital was negligible. A merchant class of opulent proportions was already visible in the seaboard cities, its wealth as the obvious consequence of shrewd and resourceful management of the carrying trade. Even the rich planters of tidewater Virginia and the rice coast of South Carolina finally depended for their genteel way of life upon the ships and merchants who sold their tobacco and rice in the markets of Europe. As colonial production rose and trade expanded, a business community emerged in the colonies, linking the provinces by lines of trade and identity of interest.

It can be inferred from the passage that the European ancestors of early Americans ______.

A. sent many tools to America

B. taught their skills to their offspring

C. were accustomed to saving

D. were good farmers

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Lớp 0 Tiếng anh

Dương Minh

17 tháng 12 2019 lúc 18:21

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expans...

Đọc tiếp

Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.

“The economic history of the United States”, one scholar has written, “is the history of the rise and development of the capitalistic system”. The colonists of the eighteenth century pushed forward what those of the seventeenth century have begun: the expansion and elaboration of an economy born in the great age of capitalist expansion.

Our excellent natural resources paved the way for the development of abundant capital to increase our growth. Capital includes the tools – such as: machines, vehicles, and buildings – that makes the outputs of labor and resources more valuable. But it also includes the funds necessary to buy those tools. If a society had to consume everything it produced just to stay alive, nothing could be put aside to increase future productions. But if a farmer can grow more corn than his family needs to eat, he can use the surplus as seed to increase the next crop, or to feed workers who build tractors. This process of capital accumulation was aided in the American economy by our cultural heritage. Saving played an important role in the European tradition. It contributed to American’s motivation to put something aside today for the tools to buy tomorrow.

The great bulk of the accumulated wealth of America, as distinguished from what was consumed, was derived either directly or indirectly from trade. Though some manufacturing existed, its role in the accumulation of capital was negligible. A merchant class of opulent proportions was already visible in the seaboard cities, its wealth as the obvious consequence of shrewd and resourceful management of the carrying trade. Even the rich planters of tidewater Virginia and the rice coast of South Carolina finally depended for their genteel way of life upon the ships and merchants who sold their tobacco and rice in the markets of Europe. As colonial production rose and trade expanded, a business community emerged in the colonies, linking the provinces by lines of trade and identity of interest.

According to the passage, the emergence of a business community in the colonies was a result of _____.

A. efficient saving

B. the immigration

C. the success of production and trade

D. the existence of manufacturing

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