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更多“Economic reforms have （) the r…”相关的问题
第1题
A.forms
B.formation
C.reforms
D.transforms
第2题
A dense
B severe
C plain
D intense
第3题
A: With
B; As well as
C; For the sake of
第4题
Text 4
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 in to American society.
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, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one 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.
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.
36. It can be inferred from Paragraph 1 that one important factor in the increasing importance of education in the United States was ______.
A) the growing number of schools in frontier communities
B) an increase in the number of trained teachers
C) the expanding economic problems of schools
D) the increased urbanization of the entire country
第5题
Liu Hui interviews Dr. Smith about the issue of educational inequality.
Liu Hui: Thank you, Dr. Smith, for agreeing to be interviewed by our Campus News Weekly. First, what do you mean by educational inequality？
Dr. Smith: Educational inequality is the disparity that certain students experience in their education as compared to other students. But the meaning of it varies in different social contexts.
Liu Hui: Why does it exist in modern society？
Dr. Smith: Well, researchers link educational inequality to socioeconomic, racial and geographic reasons.
Liu Hui: So it is very likely that educational inequality exists in different forms in different countries.
Dr. Smith: Yeah, you are right. For example, in the United States, although skin color is linked to other forms of inequality, it is evident in education.
Liu Hui: Educational inequality exists in China, too. For example, the college entrance rate is much higher in Beijing than in other provinces. How do you think can we someday eradicate the inequality？
Dr. Smith: It's impossible to answer such a big question in few words. Educational inequality has become one of the most important political and social issues in every nation nowadays. There have been numerous attempts at reforms and.....
1. Well, researchers link educational inequality to {A; B; C}.
A. socioeconomic, racial and educational reasons
B. racial, economic and geographic reasons
C. racial, socioeconomic and geographic reasons
2. According to the passage, {A; B; C}.
A. in the United States, skin color is linked to other forms of inequality, but not in education
B. in the United States, skin color is only linked to the form. of inequality in education
C. in the United States, skin color is linked to the inequality in education
3. Educational inequality exists in {A; B; C}.
A. China only
B. many countries
C. all the countries
4. What does the word “eradicate” mean in the passage？ {A; B; C}
A. get rid of
B. cope with
C. carry out
5. What's the attitude of Dr. Smith to the future of education equality？ {A; B; C}
A. reserved
B. positive
C. negative
第6题
The research group has submitted a report, (suggest) ______ reforms to be made.
第7题
A.A. timely
B.B.randomly
C.C.officially
D.D.purposely
第8题
A.will
B. is to
C. shall
D. must
第9题
Reforms is considered as banking () looms. 银行业开放的最后期限日益迫近，改革正在酝酿之中。
A、lastline
B、lastrow
C、deadline
D、deadrow
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