Reference no: EM13750604

Question 1:

a) The Progressive movement at the beginning of the twentieth century, the civil rights movement in the 1950s and 1960s, and the sustained drive since the 1970s toward U.S. supremacy in the global economy-to cite three obvious examples-have reverberated throughout American schools and universities.

b) The Progressive movement at the beginning of the twentieth century, and the civil rights movement in the 1950s and 1960s, and the sustained drive since the 1970s toward U.S. supremacy in the global economy-to cite three obvious examples-have reverberated throughout American schools and universities.

c) The Progressive movement at the beginning of the twentieth century, also the civil rights movement in the 1950s and 1960s, the sustained drive since the 1970s toward U.S. supremacy in the global economy-to cite three obvious examples-have reverberated throughout American schools and universities.

d) The Progressive movement at the beginning of the twentieth century, and the civil rights movement in the 1950s and 1960s, the sustained drive since the 1970s toward U.S. supremacy in the global economy-to cite three obvious examples-have reverberated throughout American schools and universities.

Question 2:

Please select the item that features proper parallel structure.

a) Early educational reformers assumed that tax-supported public schools were purveyors of common democratic values such as equality, to be fair, toleration of differences, and justice. The inculcation of these values would ensure the survival of the Republic and the stability of the social order. Mid-nineteenth-century public schools and private colleges were expected to furnish the mind, strengthen the moral character, and prepare citizens to discharge their civic responsibilities. Education was one and the same with the public good.

b) Early educational reformers assumed that tax-supported public schools were purveyors of common democratic values such as equality, fairness, toleration of differences, justice. The inculcation of these values would ensure the survival of the Republic, the stability of the social order. Mid-nineteenth-century public schools and private colleges were expected to furnish the mind, strengthen the moral character, and prepare citizens to discharge their civic responsibilities. Education was one and the same with the public good.

c) Early educational reformers assumed that tax-supported public schools were purveyors of common democratic values such as equality, fairness, toleration of differences, and justice. The inculcation of these values would ensure the survival of the Republic and the stability of the social order. Mid-nineteenth-century public schools and private colleges were expected to furnish the mind, strengthen the moral character, and prepare citizens to discharge their civic responsibilities. Education was one and the same with the public good.

d) Early educational reformers assumed that tax-supported public schools were purveyors of common democratic values such as equality, fairness, toleration of differences, and justice. The inculcation of these values would ensure the survival of the Republic and the stability of the social order. Mid-nineteenth-century public schools and private colleges were expected to furnish the mind, strengthen the moral character, and preparation for citizens to discharge their civic responsibilities. Education was one and the same with the public good.

Question 3:

Please select the item that features proper parallel structure.

a) Louis Gerstner, Jr., IBM's Chief Executive Officer, minced few words about the task facing American schools: "Before we can get the education revolution rolling, we need to recognize that our public schools are low-tech institutions in a high-tech society. The same changes that have brought cataclysmic change to every facet of business can improve the way we teach students and teachers. And it can also improve the efficiency and effectiveness of how we run our schools." Reformers such as Gerstner believe that computers can streamline administrative tasks, end wasteful paper flow, to enhance communications among professionals within and across organizations.

b) Louis Gerstner, Jr., IBM's Chief Executive Officer, minced few words about the task facing American schools: "Before we can get the education revolution rolling, we need to recognize that our public schools are low-tech institutions in a high-tech society. The same changes that have brought cataclysmic change to every facet of business can improve the way we teach students and teachers. And it can also improve the efficiency and effectiveness of how we run our schools." Reformers such as Gerstner believe that computers can streamline administrative tasks, end wasteful paper flow, and enhance communications among professionals within and across organizations.

c) Louis Gerstner, Jr., IBM's Chief Executive Officer, minced few words about the task facing American schools: "Before we can get the education revolution rolling, we need to recognize that our public schools are low-tech institutions in a high-tech society. The same changes that have brought cataclysmic change to every facet of business can improve the way we teach students and teachers. And it can also improve the efficiency and effectiveness of how we run our schools." Reformers such as Gerstner believe that computers can streamline administrative tasks, termination of wastefulness of paper flow, and enhance communications among professionals within and across organizations.

d) Louis Gerstner, Jr., IBM's Chief Executive Officer, minced few words about the task facing American schools: "Before we can get the education revolution rolling, we need to recognize that our public schools are low-tech institutions in a high-tech society. The same changes that have brought cataclysmic change to every facet of business can improve the way we teach students and teachers. And it can also improve the efficiency and effectiveness of how we run our schools." Reformers such as Gerstner believe that computers streamlining administrative tasks, ending wasteful paper flow, and enhance communications among professionals within and across organizations.

Question 4:

Please select the item that features proper parallel structure.

a) The productivity gains, advocates then and now have claimed, can be captured in less money spent on administrative positions, faster and easier communication among professionals and between teachers and students, efficiently preparing teachers for classes, better student grades on report cards, and higher standardized achievement test scores on international assessments.

b) The productivity gains, advocates then and now have claimed, can be captured in less money spent on administrative positions, and faster and easier communication among professionals and between teachers and students, efficient teacher preparation for classes, better student grades on report cards, with achieving higher standardized test scores on international assessments.

c) The productivity gains, advocates then and now have claimed, can be captured in less money spent on administrative positions, faster and easier communication among professionals and between teachers and students, efficient teacher preparation for classes, to allow better student grades on report cards, and higher standardized achievement test scores on international assessments.

d) The productivity gains, advocates then and now have claimed, can be captured in less money spent on administrative positions, faster and easier communication among professionals and between teachers and students, efficient teacher preparation for classes, better student grades on report cards, and higher standardized achievement test scores on international assessments.

Question 5:

Please select the item that features proper parallel structure.

a) Many corporate leaders, academics, and practitioners believe that traditional forms of teaching (for example, reliance on textbooks, to have whole-class instruction, lecturing, and multiple-choice tests) are obsolete in the information age.

b) Many corporate leaders, academics, and practitioners believe that traditional forms of teaching (for example, reliance on textbooks, whole-class instruction, lecturing, and multiple-choice tests) are obsolete in the information age.

c) Many corporate leaders, academics, practitioners believe that traditional forms of teaching (for example, reliance on textbooks, whole-class instruction, to lecture, and multiple-choice tests) are obsolete in the information age.

d) Many corporate leaders, academics, and practitioners believe that traditional forms of teaching (for example, reliance on textbooks, whole-class instruction, lecturing, and to take multiple-choice tests) are obsolete in the information age.

Question 6:

Please select the item that features proper parallel structure.

a) In addition to start-up costs for hard infrastructure, there are soft infrastructure costs associated with technical support, scheduled replacement of obsolete equipment, and professional development.

b) In addition to start-up costs for hard infrastructure, there are soft infrastructure costs associated with technical support, you have to schedule replacement of obsolete equipment, and professional development.

c) In addition to start-up costs for hard infrastructure, there are soft infrastructure costs associated with technical support, scheduling replacement of obsolete equipment, and to have professional development.

d) In addition to start-up costs for hard infrastructure, there are soft infrastructure costs associated with technical support, scheduled replacement of obsolete equipment, and to install professional development.

Question 7:

Please select the item that features proper parallel structure.

a) Homeless families live in the midst of affluent Palo Alto and Los Altos in Silicon Valley. One third of all families in Santa Clara County earns less than $25,000 a year. Even families that earn $30,000 a year often cannot find a permanent place to live in Silicon Valley. Anna Badilla, for example, a single mother of three boys, ages ten, and nine, and seven, works full time as a medical assistant. She pays $1250 per month to rent a two-bedroom, one-bath apartment in West Sane Jose. She has $300 left over from her monthly paycheck to buy food, for transportation, and other essentials.

b) Homeless families live in the midst of affluent Palo Alto and Los Altos in Silicon Valley. One third of all families in Santa Clara County earns less than $25,000 a year. Even families that earn $30,000 a year often cannot find a permanent place to live in Silicon Valley. Anna Badilla, for example, a single mother of three boys, ages ten, nine, and seven, works full time as a medical assistant. She pays $1250 per month to rent a two-bedroom, one-bath apartment in West Sane Jose. She has $300 left over from her monthly paycheck to buy food, transportation, and to purchase other essentials.

c) Homeless families live in the midst of affluent Palo Alto and Los Altos in Silicon Valley. One third of all families in Santa Clara County earns less than $25,000 a year. Even families that earn $30,000 a year often cannot find a permanent place to live in Silicon Valley. Anna Badilla, for example, a single mother of three boys, ages ten, nine, and seven, works full time as a medical assistant. She pays $1250 per month to rent a two-bedroom, one-bath apartment in West Sane Jose. She has $300 left over from her monthly paycheck to buy food, taking transportation, and other essentials.

d) Homeless families live in the midst of affluent Palo Alto and Los Altos in Silicon Valley. One third of all families in Santa Clara County earns less than $25,000 a year. Even families that earn $30,000 a year often cannot find a permanent place to live in Silicon Valley. Anna Badilla, for example, a single mother of three boys, ages ten, nine, and seven, works full time as a medical assistant. She pays $1250 per month to rent a two-bedroom, one-bath apartment in West Sane Jose. She has $300 left over from her monthly paycheck to buy food, transportation, and other essentials.

Question 8:

Please select the item that features proper parallel structure.

a) In Southern California, even as they frantically sought other streams of revenue, governors and legislatures cut spending on schools. Throughout the 1980s and early 1990s, administrators downsized staffs, upsized classes, allowed buildings to decay, and watching academic achievement slip away. Unrelenting blasts of criticism from corporate leaders, parents, and from officials about the declining quality of education further reduced the public's confidence in its school system.

b) In Southern California, even as they frantically sought other streams of revenue, governors and legislatures cut spending on schools. Throughout the 1980s and early 1990s, administrators downsized staffs, upsized classes, allowed buildings to decay, and watched academic achievement slip away. Unrelenting blasts of criticism from corporate leaders, from parents, and officials about the declining quality of education further reduced the public's confidence in its school system.

c) In Southern California, even as they frantically sought other streams of revenue, governors and legislatures cut spending on schools. Throughout the 1980s and early 1990s, administrators downsized staffs, upsized classes, allowed buildings to decay, and watched academic achievement slip away. Unrelenting blasts of criticism from corporate leaders, parents, and officials about the declining quality of education further reduced the public's confidence in its school system.

d) In Southern California, even as they frantically sought other streams of revenue, governors and legislatures cut spending on schools. Throughout the 1980s and early 1990s, administrators downsized staffs, upsizing classes, allowing buildings to decay, and watched academic achievement slip away. Unrelenting blasts of criticism from corporate leaders, and parents, and officials about the declining quality of education further reduced the public's confidence in its school system.

Question 9:

Please select the item that features proper parallel structure.

a) The stories that are told at bars and upscale restaurants in Silicon Valley seldom include Anna Badillo. They are stories of instant billionaires, of temporary workers (or independent contractors) charging $75-150 an hour, or employees cashing in stock options.

b) The stories that are told at bars and upscale restaurants in Silicon Valley seldom include Anna Badillo. They are stories of instant billionaires, temporary workers (or independent contractors) charging $75-150 an hour, of employees cashing in stock options.

c) The stories that are told at bars and upscale restaurants in Silicon Valley seldom include Anna Badillo. They are stories of instant billionaires, of temporary workers (or independent contractors) charging $75-150 an hour, or of employees cashing in stock options.

d) The stories that are told at bars and upscale restaurants in Silicon Valley seldom include Anna Badillo. They are stories of instant billionaires, of temporary workers (or independent contractors) charging $75-150 an hour, employees cashing in stock options.

Question 10:

Please select the item that features proper parallel structure.

a) Yet among these tales one could easily miss the frenzied pace and long hours these young people endure on the road to sleek cars, expensive homes, paper wealth, and, often, massive debt.

b) Yet among these tales one could easily miss the frenzied pace and long hours these young people endure on the road to sleek cars, expensive homes, paper wealth, and accumulating massive debt.

c) Yet among these tales one could easily miss the frenzied pace and long hours these young people endure on the road to sleek cars, having expensive homes, to paper wealth, and, often, massive debt.

d) Yet among these tales one could easily miss the frenzied pace and long hours these young people endure on the road to sleek cars, expensive homes, paper wealth, and, often, to end up with massive debt.