题目内容
Women’s rights establish the same social, economic and political status for women as for men. Women’s rights guarantee that women will not face discrimination on the basis of their sex. Until the second half of the 20th century, women in most societies were denied some of the legal and political rights accorded to men. Although women in much of the world have gained significant legal rights, many people believe that women still do not have complete political, economic, and social equality with men. Throughout much of the history of Western civilization, deep-seated cultural beliefs allowed women only limited roles in society. Many people believed that women’s natural roles were as mothers and wives. These people considered women to be better suited for childbearing and homemaking rather than for involvement in the public life of business or politics. Widespread belief that women were intellectually inferior to men led most societies to limit women’s education to learning domestic skills. Well educated, upper-class men controlled most positions of employment and power in society. Until the 19th century, the denial of equal rights to women met with only occasional protest and drew little attention from most people. Because most women lacked the educational and economic resources that would enable them to challenge the prevailing social order, women generally accepted their inferior status as their only option. At this time, women shared these disadvantages with the majority of working class men, as many social, economic, and political rights were restricted to the wealthy elite. In the late 18th century in an attempt to remedy these inequalities among men, political theorists and philosophers asserted that all men were created equal and therefore were entitled to equal treatment under the law. In the 19th century, as governments in Europe and North America began to draft new laws guaranteeing equality among men, significant numbers of women--and some men--began to demand that women be accorded equal rights as well. At the same time, the Industrial Revolution in Europe and North America further divided the roles of men and women. Before the Industrial Revolution most people worked in fanning or crofts-making, both of which took place in or near the home. Men and women usually divided the numerous tasks among themselves and their children. Industrialization led male workers to seek employment outside of the home in factories and other large-scale enterprises. The growing split between home and work reinforced the idea that women’s rightful place was in the home, while men belonged in the public world of employment and politics. What can we infer from the first paragraph
查看答案
搜索结果不匹配？点我反馈
更多问题
在本节中，你将听到10个对话，每个对话有一个问题。请从[A]，[B]，[C]三个选项中选出答案，并标在试卷的相应位置。每段对话后有20秒的停顿，以便回答问题和阅读下一问题。每段对话读两遍。
The annual Phi Delta Kappa/Gallup poll of attitudes towards public education released this week found that a majority of Americans feel it is important to put a "qualified, competent teacher in every classroom". Bob Chase, president of the National Education Association (NEA), the main teachers’ union, wasted no time in pointing out that this will require raising teachers’ salaries so that more qualified candidates will enter the profession and stay there. A study by two economists suggests that the quality of America’s teachers has more to do with how they are paid rather than how much. The pay of American public school. teachers is not based on any measure _of performance; instead, it is determined by a rigid formula based on experience and years of schooling. factors massively unimportant in deciding how well students do. The uniform pay scale invites what economists call adverse selection. Since the most talented teachers are also likely to be good at other professions, they have a strong incentive to leave education for jobs in which pay is more closely linked to productivity. For dullards(笨蛋), the incentives are just the opposite. The data are striking: when test scores are used as a proxy (代替物) for ability, the brightest individuals shun the teaching profession at every juncture. Clever students are the least likely to choose education as a major at university. Among students who do major in education, those with higher test scores are less likely to become teachers. And among individuals who enter teaching, those with the highest test scores are the most likely to leave the profession early. The study takes into consideration the effects of a nationwide 20% real increase in teacher salaries during the 1980s. It concludes that it had no appreciable effect on overall teacher quality, in large part because schools do a poor job of recruiting and selecting the best teachers. Also, even if higher salaries lure more qualified candidates into the profession, the overall effect on quality may be offset by mediocre teachers who choose to postpone retirement. The study also takes aim at teacher training. Every state requires that teachers be licensed, a process that can involve up to two years of education classes, even for those who have a university degree or a graduate degree in the field they would like to teach. Inevitably, this system does little to lure in graduates of top universities or professionals who would like to enter teaching at mid-career. What can we learn from the passage
This is our classroom. It’s a big room. There are some pictures on the wall. I sit under the window. Kate sits behind me. I’m in Row 2. She is in ROW 3. There are forty small desks and chairs in the room. The desks and chairs are ours. There is a desk near the blackboard. It’s for our teacher. Look! It’s very clean and nice. There are some flowers on it. We love our teacher. There are thirty desks in the room.
Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance were determined by technologists, artisans, designers, inventors, and engineers--using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. ①In the development of Western technology, it has he en nonverbal thinking, by and large, that has fixed the outlines and filled in the details; and rockets exist not because of geometry or thermodynamics (热力学), but because they were first a picture in the minds of those who built them. The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber Where should the valves be placed Should it have a long or short piston Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary. Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock in trade of the artist, not the scientist. ②Because perceptive processes are not assumed to entail. "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and infeiror to verbal or mathematical thought, ③But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric(等比例 的)views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools. ④If courses in design, which in a strong]y analytial engineering curriculum provide the backgound required" for practical problem solving, are not provided, we can expect to encounter silly but costly enors gccurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with high-tech controls were unable to operate in a snowstorm because the fan sucked snow into the electrical system. ⑤Absurd random failures that plague automatic control systems are not merely trivital aberrations(失常); they are a reflection of the chaos that results when design is assumed to be primarily a prgblem in mathematics: The example of the early models of high-speed railroad cars is used to ______.
微信支付 
支付宝支付