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A problem more specific to schools themselves is pervasive student passivity—a lack of active participation in learning. This problem is commonly found in both public and private schools and all grade levels. Many students do not perceive the opportunities provided by schooling as a privilege, but rather as a series of hurdles that are mechanically cleared in pursuit of credentials (文凭) that may open doors later in life. Students are bored and much of the pervasive passivity of American students is caused by the educational system. During this century, expanding state and federal governments favored large regional schools as more efficient means of supervising educational curricula and ensuring uniformity. Schools today, therefore, reflect the high level of bureaucratic organization found throughout American society. Such rigid and impersonal organization can negatively affect administrators, teachers, and students, and this bureaucratic educational system fosters five serious problems. First, bureaucratic uniformity ignores the cultural variation within count less local communities. It takes schools out of the local community and places them under the control of outside "specialists" who may have little under standing of the everyday lives of students. Second, bureaucratic schools define success by numerical ratings of performance. School officials focus on attendance rates, dropout rates, and achievement scores. They overlook dimensions of schooling that are difficult to quantify, such as the creativity of students and energy and enthusiasm of teachers. Such bureaucratic school systems tend to define an adequate education in terms of the number of days per year that students are inside a school building rather than the school’s contribution to students’ personal development. Third, bureaucratic schools have rigid expectations of all students. For example, fifteen-year-olds are expected to be in the tenth grade, eleven-grade students are expected to score at a certain level on a standardized verbal achievement test. The high school diploma thus rewards a student for going through the proper sequence of educational activities in the proper amount of time. Rarely are exceptionally bright and motivated students allowed to graduate early. Likewise, the system demands that students who have learned little in school graduate with their class. Fourth, the school’s bureaucratic division of labor requires specialized personnel. High-school students learn English from one teacher, receive guidance from another, and are coached in sports by others. No school official comes to know the "full" student as a complex human being. Students experience this division of labor as a continual shuffling among rigidly divided fifty-minute period throughout the school day. Fifth, the highly bureaucratic school system gives students little responsibility for their own learning. Similarly, teachers have little latitude in what and how they teach their classes; they dare not accelerate learning for fear of disrupting "the system." Standardized policies dictating what is to be taught and how long the teaching should be taken render teachers as passive and un- imaginative as their students. According to the passage, American schools today have turned into ______.
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Globalization, a process whereby owners of capital are enabled to move their capital around the globe more quickly and easily, has resulted in the removal of state controls on trade and investment, the disappearance of tariff barriers and the spread of new information and communications technologies. In societies around the world, the effects of globalization have influenced social development. Not only are the influences of globalization apparent in markets, their forces are felt in the processes or working towards equality between men and women. Reda Bebars of Egypt, stressing that the advancement of women would not be achieved by passing legislation, said that social development on the national scale must be strengthened and a climate conducive to development must be created if the goals set in Beijing (at the 1995 Fourth World Conference on Women I are to be realized. The problems stem from the fact that women are very differently positioned in relation to the markets in different parts of the world. In certain places, where women are socially excluded from leaving their homes, the challenge is to find ways for women to participate. In other places, the challenge is to create markets which are more friendly to women’s participation. Ilham Ibrahim Mohamed Ahmed of Sudan condemned the debt burden carried by developing countries, economic sanctions, arbitrary measures and denial of access to new technological developments as obstacles to the growth of women’s rights. Women remain very much in the minority among Internet users and still face huge imbalances in the ownership, control and regulation of new information technologies. "The gains of globalization have not been equitably distributed and the gap between rich and poor countries is widening," said Zhang Lei of the People’s Republic of China. The gains of globalization thus far have for the most part been concentrated in the hands of better-off women with higher levels of education and with greater ownership of resources and access to capital. "Work in China and Vietnam shows that globalization has brought new opportunities to young women with familiarity with English in new service sector jobs, but has made a vast number of over-35-year-olds redundant, because they are either in declining industries or have outdated skills," Swasti Mitter of the UN’s Women Watch Online Working Group on Women’s Economic Inequality said. What needs to occur for the goals of the fourth women’s conference to be realized
Globalization, a process whereby owners of capital are enabled to move their capital around the globe more quickly and easily, has resulted in the removal of state controls on trade and investment, the disappearance of tariff barriers and the spread of new information and communications technologies. In societies around the world, the effects of globalization have influenced social development. Not only are the influences of globalization apparent in markets, their forces are felt in the processes or working towards equality between men and women. Reda Bebars of Egypt, stressing that the advancement of women would not be achieved by passing legislation, said that social development on the national scale must be strengthened and a climate conducive to development must be created if the goals set in Beijing (at the 1995 Fourth World Conference on Women I are to be realized. The problems stem from the fact that women are very differently positioned in relation to the markets in different parts of the world. In certain places, where women are socially excluded from leaving their homes, the challenge is to find ways for women to participate. In other places, the challenge is to create markets which are more friendly to women’s participation. Ilham Ibrahim Mohamed Ahmed of Sudan condemned the debt burden carried by developing countries, economic sanctions, arbitrary measures and denial of access to new technological developments as obstacles to the growth of women’s rights. Women remain very much in the minority among Internet users and still face huge imbalances in the ownership, control and regulation of new information technologies. "The gains of globalization have not been equitably distributed and the gap between rich and poor countries is widening," said Zhang Lei of the People’s Republic of China. The gains of globalization thus far have for the most part been concentrated in the hands of better-off women with higher levels of education and with greater ownership of resources and access to capital. "Work in China and Vietnam shows that globalization has brought new opportunities to young women with familiarity with English in new service sector jobs, but has made a vast number of over-35-year-olds redundant, because they are either in declining industries or have outdated skills," Swasti Mitter of the UN’s Women Watch Online Working Group on Women’s Economic Inequality said. According to the essay, what role has English played during the process of globalization
A problem more specific to schools themselves is pervasive student passivity—a lack of active participation in learning. This problem is commonly found in both public and private schools and all grade levels. Many students do not perceive the opportunities provided by schooling as a privilege, but rather as a series of hurdles that are mechanically cleared in pursuit of credentials (文凭) that may open doors later in life. Students are bored and much of the pervasive passivity of American students is caused by the educational system. During this century, expanding state and federal governments favored large regional schools as more efficient means of supervising educational curricula and ensuring uniformity. Schools today, therefore, reflect the high level of bureaucratic organization found throughout American society. Such rigid and impersonal organization can negatively affect administrators, teachers, and students, and this bureaucratic educational system fosters five serious problems. First, bureaucratic uniformity ignores the cultural variation within count less local communities. It takes schools out of the local community and places them under the control of outside "specialists" who may have little under standing of the everyday lives of students. Second, bureaucratic schools define success by numerical ratings of performance. School officials focus on attendance rates, dropout rates, and achievement scores. They overlook dimensions of schooling that are difficult to quantify, such as the creativity of students and energy and enthusiasm of teachers. Such bureaucratic school systems tend to define an adequate education in terms of the number of days per year that students are inside a school building rather than the school’s contribution to students’ personal development. Third, bureaucratic schools have rigid expectations of all students. For example, fifteen-year-olds are expected to be in the tenth grade, eleven-grade students are expected to score at a certain level on a standardized verbal achievement test. The high school diploma thus rewards a student for going through the proper sequence of educational activities in the proper amount of time. Rarely are exceptionally bright and motivated students allowed to graduate early. Likewise, the system demands that students who have learned little in school graduate with their class. Fourth, the school’s bureaucratic division of labor requires specialized personnel. High-school students learn English from one teacher, receive guidance from another, and are coached in sports by others. No school official comes to know the "full" student as a complex human being. Students experience this division of labor as a continual shuffling among rigidly divided fifty-minute period throughout the school day. Fifth, the highly bureaucratic school system gives students little responsibility for their own learning. Similarly, teachers have little latitude in what and how they teach their classes; they dare not accelerate learning for fear of disrupting "the system." Standardized policies dictating what is to be taught and how long the teaching should be taken render teachers as passive and un- imaginative as their students. The expression "numerical ratings" in Paragraph 4 can best be interpreted as ______.
Globalization, a process whereby owners of capital are enabled to move their capital around the globe more quickly and easily, has resulted in the removal of state controls on trade and investment, the disappearance of tariff barriers and the spread of new information and communications technologies. In societies around the world, the effects of globalization have influenced social development. Not only are the influences of globalization apparent in markets, their forces are felt in the processes or working towards equality between men and women. Reda Bebars of Egypt, stressing that the advancement of women would not be achieved by passing legislation, said that social development on the national scale must be strengthened and a climate conducive to development must be created if the goals set in Beijing (at the 1995 Fourth World Conference on Women I are to be realized. The problems stem from the fact that women are very differently positioned in relation to the markets in different parts of the world. In certain places, where women are socially excluded from leaving their homes, the challenge is to find ways for women to participate. In other places, the challenge is to create markets which are more friendly to women’s participation. Ilham Ibrahim Mohamed Ahmed of Sudan condemned the debt burden carried by developing countries, economic sanctions, arbitrary measures and denial of access to new technological developments as obstacles to the growth of women’s rights. Women remain very much in the minority among Internet users and still face huge imbalances in the ownership, control and regulation of new information technologies. "The gains of globalization have not been equitably distributed and the gap between rich and poor countries is widening," said Zhang Lei of the People’s Republic of China. The gains of globalization thus far have for the most part been concentrated in the hands of better-off women with higher levels of education and with greater ownership of resources and access to capital. "Work in China and Vietnam shows that globalization has brought new opportunities to young women with familiarity with English in new service sector jobs, but has made a vast number of over-35-year-olds redundant, because they are either in declining industries or have outdated skills," Swasti Mitter of the UN’s Women Watch Online Working Group on Women’s Economic Inequality said. What is not the result of globalization
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