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Judith Sargeant Murray's position can be best expressed by______.
A．women should be well educated in order to support themselves
B．women's rights must be protected by new laws
C．the accomplishments of women are ignored in most historical documents
D．women need to become more active in political affairs
答案
更多“Judith Sargeant Murray's position can be best expressed by______.A．women should be well ed”相关的问题
第1题
What did Mercy Warren, Abigail Adams, and Judith Sargeant Murray have in common？
A．They all wrote books.
B．They were all responsible for the financial support of their families.
C．They were all interested in women's accomplishments.
D．They all had influential families.
第2题
A.提供证据表明Anthony所引用的支持其结论的统计数据是不准确的
B.通过表明它是一个可以推导出荒唐后果的陈述来削弱他的结论的可信度
C.对仅仅基于统计证据而确立因果联系的可能性提出质疑
D.通过表明这样的推理将导致一个明显的错误结论而表明Anthony的推理是有缺陷的
第3题
Judith Wallerstein says problems from divorce can last many years. They can show up when the kids are adults. And the kids have their own trouble. Wallerstein studied 93 children over a generation. The results can be found in her book.
She says that children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40 percent of them avoid marriage themselves. When they do marry, fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.
Critics say Wallerstein had too few children in her study. They think that Wallerstein stresses too much from a small study. Other things may be the cause of the kid's problems. The study does not compare kids from divorced families with kids from "healthy" families.
Wallerstein's families divorced a generation ago. Times have changed. People feel different a bout divorce. Today programs like Kid's Turn try to reduce some of the effects of divorce with family advice. Talking about their feelings helps the kids get through it. Since they know more about the problems, maybe the kids will be able to handle it.
Which word can best describe the kids from divorced families according to Paragraph 1？
A．Offensive.
B．Relieved
C．Depressed
D．Prejudiced
第4题
听力原文： Sharon Keating was worried about her kids when she got a divorce. Her daughter says, "I was feeling ... like down and sad and even though I didn't really show it."
Judith Wallerstein says problems from divorce can last for many years. They can show up when the kids are adults. As adults, the kids have trouble.
Wallerstein studied 93 children over a generation. The results can only be found in her book.
She says children of divorce are more likely to have problems with drugs. They are far more likely to seek therapy. About 40-percent of them do not marry. Their marriages fail at nearly twice the usual rate. It is hard for them to trust. They are afraid of failing.
Critics say Wallerstein had too few children in her study. Other things may be the cause of the kid's problems. The study does not compare kids from divorced families with kids from "healthy" families.
Wallerstein's families divorced a generation ago. Times have changed. People feel different about divorce. Today programs like Kid's Turn try to lessen some of the effects of divorce with family counseling. Talking about their feelings helps the kids get through it.
Since they know more about the problems, maybe the kids will be able to handle it.
(33)
A．Children of divorce are always happy.
B．Children of divorce sometimes feel sad but don't really show it.
C．Children of divorce are no! affected.
D．Children of divorce are always very angry.
第5题
A.It can help young adults broaden their horizons.
B.People has changed their requirement of it.
C.It cannot prepare graduates for a good job now.
D.People cannot afford its mounting tuitions.
第6题
请根据短文内容，回答题。
Saving a City"s Public Art
Avoiding traffic jams in Los Angeles may be impossible, but the city&39;s colorful freeway murals (壁画 ) can brighten even the worst commute. Paintings that depict (描述) famous people and historical scenes cover office buildings and freeway walls all access the city. With a collection of more than 2,000 murals, Los Angeles is the unofficial mural capital of the world.＜br＞
But the combination of graffiti (涂鸦), pollution, and hot sun has left many L.A. murals in terrible condition. __________ (46) in the past, experts say, little attention was given to caring for public art. Artists were even expected to maintain their own works, not an easy task with cars racing by along the freeway.＜br＞
__________ (47) The work started in 2003. So far,16 walls have been selected and more may be added later. Until about 1960, public murals in Los Angeles were rare. But in the 1960s and 1970s, young L.A. artists began to study early 20th-century Mexican mural painting. __________ (48)＜br＞
The most famous mural in the city is Judith Baca&39;s "The Great Wall", a 13-foot-high(4-meter-high) painting that runs for half a mile (0.8 kilometer) in North Hollywood.__________ (49) it took eight years to complete--400 underprivileged teenagers painted the designs--and is probably the longest mural in the world.＜br＞
One of the murals that will be restored now is Kent Twitchell&39;s "Seventh Street Altarpiece" which he painted for the Los Angeles Olympics in 1984. __________ (50) Twitchell said, "it was meant as a kind of gateway through which the traveler to L.A. must drive. The open hands represent peace."＜br＞
Artists often call murals the people&39;s art. Along a busy freeway or hidden in a quiet neighborhood, murals can teach people who would never pay money to see fine art in a museum," Murals give a voice to the silent majority," said one artist.
第46题___________ 查看材料
A.The city trying to stop the spread of graffiti， has painted over some of the murals complete.
B.This striking work depicts two people facing each other on opposite sides of the freeway near downtown Los Angeles.
C.Artists like murals because they like the work of Mexican artitsts.
D.Now the city is beginning a huge project to restore the city"s murals.
E.The mural represents the history of ethnic proups in California.
F.Soon their murals became a symbol of the city"s cultural expressions and a showcase for LA"s cultural diversity.
第7题
Defending the Theory of Evolution Still Seems Needed
Judith S. Weis, a biology professor who serves as president of the American Institute of Biological Sciences (AIBS) is leading a nationwide effort to "defend" the theory of evolution. Weis leads the effort in the face of what the institute views as opposition and indifference from school boards and government entities.
The Institute believes that the teaching of evolution in America is being diminished by the teaching of creationism as well as by an overall lack of teaching Darwin's theory in high school. "There's nothing that requires schools to teach evolution. Sometimes teachers in high schools just leave it out. However from the point of view of biologists, evolution is the central theory of biology upon which everything is based," said Weis. "Unfortunately, teaching evolution has become a political issue in many parts of the country and AIBS, as a representative of biologists, wanted to be a major force speaking out in favor of its teaching. "
Weis said the institute is working together with the American Geological Institute and the National Association of Biology Teachers and its 80-plus member organizations to address" the political and legislative threats to teaching evolution. In states challenging its teaching, the institute responds by sending letters to school boards and state legislatures, by providing testimony at public meetings and by notifying members and affiliated organizations. AIBS, with more than 80 member societies and 250,000 members, has established an email system enabling scientists and teachers in each state, and member societies, to keep each other informed about threats to the teaching of evolution.
Darwin's theory of evolution holds that living things change and adapt to their environment and that present-day species (including human beings) are descended from earlier species through modification by natural selection. The theory has been accepted by scientists for nearly 100 years, Weis said, and has been refined, extended and strengthened over the years by findings in paleontology and developmental biology. Discoveries in genetics, molecular biology and genomics—all of which provide significant benefits for human health—would not be possible without the underlying knowledge of evolution. And, Weis adds, "modem molecular biology and genomics have increased our understanding of how evolution works." Nonetheless, evolution remains a politically, if not scientifically, controversial issue.
Weis said that this year alone, seven states have had either local or statewide efforts to water down the teaching of evolution, or "balance" it with the teaching of creationism—a religious belief that different species were created separately by a higher power, such as God. "Rarely does anyone now use the word ' creationism, ' because that's too obvious," Weis said. "The current terminology is ' intelligent design. ' "
According to the first paragraph, which of the following statements about the theory or evolution is true？
A．Government entities support AIBS's effort to defend the theory of evolution.
B．School boards oppose AIBS's effort to defend the theory of evolution.
C．AIBS and school boards advocate the teaching of the theory of evolution.
D．The theory of evolution and that of creationism co-exist peacefully in schools.
第8题
Six Potential Brain Benefits of Bilingual Education
A) Brains，brains，brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神经科学) findings.But there is one happy link where research is meeting practice: bilingual(双语的)education.“In thelast 20 years or so，there's been a virtual explosion of research on bilingualism,”says Judith Kroll，aprofessor at the University of California，Riverside.
B)Again and again，researchers have found，“ bilingualism is an experience that shapes our brain for life,”in the words of Gigi Luk，an associate professor at Harvard's Graduate School of Education. Atthe same time，one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.
C)Traditional programs for English-language learners，or ELLs，focus on assimilating students into
English as quickly as possible. Dual-language classrooms，by contrast，provide instruction acrosssubjects to both English natives and English learners，in both English and a target languagc. The goal isfunctional bilingualism and biliteracy for all students by middle school. New York City，NorthCarolina，Delaware，Utah，Oregon and Washington state are among the places expanding dual-language classrooms.
D)The trend flies in the face of some of the culture wars of two decades ago，when advocates insisted on “English first”education.Most famously，California passed Proposition 227 in 1998. It was intendedto sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58，passed by California voters on November 8，largely reversed that decision，paving theway for a huge expansion of bilingual education in the state that has the largest population of English-language learners.
E) Some of the insistence on English-first was founded on research produced decades ago，in which bilingual students underperformed monolingual(单语的)English speakers and had lower IQ scores.Today's scholars，like Ellen Bialystok at York University in Toronto，say that research was “deeplyflawed.”“Earlier research looked at socially disadvantaged groups,”agrees Antonella Sorace at theUniversity of Edinburgh in Scotland.“This has been completely contradicted by recent rescarch”thatcompares groups more similar to each other.
F) So what does recent research say about the potential benefits of bilingual education？ It turns out that, in many ways，the real trick to speaking two languages consists in managing not to speak one of thoselanguages at a given moment—which is fundamentally a feat of paying attention. Saying “Goodbye”tomom and then“Guten tag”to your teacher，or managing to ask for a crayola roja instead of a redcrayon(蜡笔)，requires skills called “inhibition”and“task switching.”These skills are subsets of anability called executive function.
G) People who speak two languages often outperform. monolinguals on general measures of executive function.“Bilinguals can pay focused attention without being distracted and also improve in the abilityto switch from one task to another,”says Sorace.
H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby？ We don't yet know.Patterns of language learning and language use are complex. ButGigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes inbrain structure when compared with those who are bilingual from birth，even when they didn't beginpracticing a second language in earnest before late childhood.
l) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result，says Sorace，bilingual children as young as age 3 havedemonstrated a head start on tests of perspective-taking and theory of mind—both of which arefundamental social and emotional skills.
J) About 10 percent of students in the Portland，Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish，Japanese or Mandarin，alongside English.Jennifer Steele at American University conducted a four-year，randomized trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-year's worthof learning by the end of middle school. Because the effects are found in reading，not in math orscience where there were few differences，Steele suggests that learning two languages makes studentsmore aware of how language works in general.
K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores ona standard test，but very different language experiences.Some were foreign-language dominant andothers were English natives.Here's what's interesting.The students who were dominant in a foreignlanguage weren't yet comfortably bilingual;they were just starting to learn English.Therefore，bydefinition，they had a much weaker English vocabulary than the native speakers. Yet they were just asgood at interpreting a text.“This is very surprising,”Luk says.“ You would expect the readingcomprehension performance to mirror the vocabulary—it's a cornerstonc of comprehension.”
L) How did the foreign-language dominant speakers manage this feat？ Well，Luk found，they also scored higher on tests of executive functioning.So，even though they didn't have huge mental dictionaries todraw on，they may have been great puzzle-solvers，taking into account higher-level concepts such aswhether a single sentence made sense within an overall story line. They got to the same results as themonolinguals，by a different path.
M)American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception.Because they are composed of native English speakersdeliberately placed together with recent immigrants，they tend to be more ethnically and economicallybalanced. And therc is some evidence that this helps kids of all backgrounds gain comfort withdiversity and different cultures.
N) Several of the researchers also pointed out that，in bilingual education，non-English-dominant students and their families tend to feel that their home language is heard and valued，compared with aclassroom where the home language is left at the door in favor of English. This can improve students'sense of belonging and increase parents’ involvement in their children's education，including behaviorslike reading to children.“Many parents fear their language is an obstacle，a problem，and if theyabandon it their child will integrate better,”says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”
O)One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expandtheir dual-language programs，and Sorace runs“Bilingualism Matters,”an international network ofresearchers who promote bilingual education projects. This type of advocacy among scientists isunusual;even more so because the "bilingual advantage hypothesis”is being challenged once again.
P) Areview of studies published last year found that cognitive advantages failed to appear in 83 percent of published studics，though in a separate analysis，the sum of effects was still significantly positive.Onepotential explanation offered by the researchers is that advantages that are measurable in the veryyoung and very old tend to fade when testing young adults at the peak of their cognitive powers.And,they countered that no negative effects of bilingual education have been found. So，even if theadvantagcs are small，they are still worth it. Not to mention one obvious，outstanding fact:"Bilingualchildren can speak two languages!”
36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later.
37. Unlike traditional monolingual programs，bilingual classrooms aim at developing students’ ability touse two languages by middle school.
38.A study showed that dual-language students did significantly better than their peers in reading Englishtcxts.
39.About twenty years ago，bilingual practice was strongly discouraged，especially in California.
40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get usedto social and cultural diversity.
41.Researchers now claim that earlier research on bilingual education was seriously flawed.
42. According to a researcher，dual-language experiences exert a lifelong influence on one's brain.
43. Advocates of bilingual education argued that it produces positive effects though they may be limited.44. Bilingual speakers often do better than monolinguals in completing certain tasks 41.
45. When their native language is used，parents can become more involved in their children's education.
