题目内容
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to give girls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University(BYU)and West Chester University of Pennsylvania(WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not.(The study did not look at male athletes.)Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky(unclear)as ever, thanks to the politics of Title IX. Enacted in 1972, Title IX guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s. A July report on Title IX from the Government Accountability Office(GAO)has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title IX critics say that the GAO report relies too heavily on National Collegiate Athletic Association(NCAA)data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA overall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." We can conclude from the text that
查看答案
搜索结果不匹配？点我反馈
更多问题
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to give girls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University(BYU)and West Chester University of Pennsylvania(WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not.(The study did not look at male athletes.)Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky(unclear)as ever, thanks to the politics of Title IX. Enacted in 1972, Title IX guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s. A July report on Title IX from the Government Accountability Office(GAO)has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title IX critics say that the GAO report relies too heavily on National Collegiate Athletic Association(NCAA)data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA overall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." Which of the following is true about the recent study by professors from BYU and WCUP
Parents who believe that playing video games is less harmful to their kids" attention spans than watching TV may want to reconsider. Some researchers 1 more than 1,300 children in different grades for a year. They asked both the kids and their parents to estimate how many hours per week the kids spent watching TV and playing video games, and they 2 the children"s attention spans by 3 their schoolteachers. 4 studies have examined the effect of TV or video games on attention problems, but not both. By looking at video-game use 5 TV watching, these scientists were able to show for the first time that the two activities have a similar relationship 6 attention problems.Shawn Green, a psychologist at the University of Minnesota, points out that the study doesn"t distinguish between the type of 7 required to excel at a video game and that required to excel in school."A child who is capable of playing a video game for hours 8 obviously does not have a 9 problem with paying attention," says Green. " 10 are they able to pay attention to a game but not in school What expectancies have the games set up that aren"t being delivered in a school 11 " Modem TV shows are so exciting and fast paced that they make reading and schoolwork seem 12 by comparison, and the same may be true 13 video games, the study notes."We weren"t able to break the games down by educational versus non-educational 14 nonviolent versus violent," says Swing, 15 that the impact that different types of games may have on attention is a ripe area for future research.
"It keeps you grounded, puts you in a situation that keeps you out of trouble, and puts you with a group that has the same mind-set," says Molly Skinner, a sophomore at the University of North Carolina-Chapel Hill, appraising the nonathletic benefits she experienced while playing soccer in high school. According to one new study, suiting up for the high school team does seem to give girls a boost when it comes to getting a college diploma. The recent study, conducted by professors from Brigham Young University(BYU)and West Chester University of Pennsylvania(WCUP), found that women who played sports in high school were 73 percent more likely to earn a bachelor"s degree within six years of graduating from high school than those who did not.(The study did not look at male athletes.)Their analysis of data from 5,103 women collected as part of a U.S. Department of Education study found that even among girls who face statistical challenges finishing college based on socioeconomic background, the athletes still had more than 40 percent higher college completion rates than nonathletes, regardless of whether they played at the college level. "In times when we worry about improving academic performance or outcomes, we wonder should we be devoting time and money to extracurricular activities" asks BYU Prof. Mikaela Dufur, one of the study"s authors. "These are important arenas for—in our case—girls to make connections with others and adults who help encourage them to succeed." At the collegiate level, though, the measure of women"s sports remains as murky(unclear)as ever, thanks to the politics of Title IX. Enacted in 1972, Title IX guarantees women equal opportunity in collegiate sports, but its critics contend that many schools reach that balance by cutting men"s teams rather than adding women"s. A July report on Title IX from the Government Accountability Office(GAO)has done little to settle the debate. That study found increases in student participation in college athletics on both sides of the gender line, though the growth rate was higher for women"s teams and female athletes. Title IX critics say that the GAO report relies too heavily on National Collegiate Athletic Association(NCAA)data, which can obscure the number of men"s teams cut from particular schools as more colleges join the NCAA overall. While the political debate continues, female athletes themselves seem to be focusing on the finish line. "I think that sports teaches you to persevere," says Virginia Tech-bound Rachel Plumb, who raced on her high school"s cross country team. "It teaches you to keep an eye on a goal." According to the first paragraph,
Parents who believe that playing video games is less harmful to their kids" attention spans than watching TV may want to reconsider. Some researchers 1 more than 1,300 children in different grades for a year. They asked both the kids and their parents to estimate how many hours per week the kids spent watching TV and playing video games, and they 2 the children"s attention spans by 3 their schoolteachers. 4 studies have examined the effect of TV or video games on attention problems, but not both. By looking at video-game use 5 TV watching, these scientists were able to show for the first time that the two activities have a similar relationship 6 attention problems.Shawn Green, a psychologist at the University of Minnesota, points out that the study doesn"t distinguish between the type of 7 required to excel at a video game and that required to excel in school."A child who is capable of playing a video game for hours 8 obviously does not have a 9 problem with paying attention," says Green. " 10 are they able to pay attention to a game but not in school What expectancies have the games set up that aren"t being delivered in a school 11 " Modem TV shows are so exciting and fast paced that they make reading and schoolwork seem 12 by comparison, and the same may be true 13 video games, the study notes."We weren"t able to break the games down by educational versus non-educational 14 nonviolent versus violent," says Swing, 15 that the impact that different types of games may have on attention is a ripe area for future research.
微信支付 
支付宝支付