TEXT I
First read the questions.
30. _____ deals with Marxs intellectual impact.
A. Chapter I
B. Chapter II
C. Chapter III
D. Chapter IV
31. The chapter that discusses an important source of learning in high-technology industries is ______
A. Chapter III.
B. Chapter IV.
C. Chapter V.
D. Chapter VI.
32. The role of market forces in innovative activities is addressed in ______
A. Part I.
B. Part II.
C. Part III.
D. Part IV.
Now, go through the text quickly and answer the questions.
The book opens with a broad survey, in part I, of the historical literature on technical change. It attempts to provide a guide to a wide range of writings that illuminate technological change as a historical phenomenon. The first chapter discusses aspects of the conceptualization of technological change and then goes on to consider what the literature has had to say on (1) the rate of technological change, (2) the forces influencing its direction, (3) the speed with which new technologies have diffused, and (4) the impact of technological change on the growth in productivity. A separate chapter is devoted to Marx. Marxs intellectual impact has bee so pervasive as to rank him as a major social force in history as well as an armchair interpreter of history. Part II is, in important respects, the core of the book. Each of its chapters advantages an argument about some significant characteristics of industrial technologies. Chapter 3 explores a variety of less visible forms in which technological improvements enter the economy. Chapter 4 explicitly considers some significant characteristics of different energy forms. It examines some of the complexities of the long-term interactions between technological change and energy resources. Chapter 5, "On Technological Expectation," addresses an issue that is simultaneously relevant to a wide range of industries —— indeed, to all industries that are experiencing, or are expected to experience, substantial rates of technical improvement. The last two chapters of Part II are primarily concerned with issues of greatest relevance to high-technology industries. Chapter 6, "Learning by Using," identifies an important source of learning that grows out of actual experience in using products characterized by a high degree of system complexity. In contrast to learning by doing, which deals skill improvements that grow out of the productive process, learning by using involves an experience that begins where learning by doing ends. The final chapter in Part II, "How Exogenous Is Science?" looks explicitly at the nature of science technology interactions in high-technology industries. It examines some of the specific ways in which these industries have been drawing upon the expanding pool of scientific knowledge and techniques. The three chapters constituting Part III share a common concern with the role of market forces in shaping both the rate and the direction of innovative activities. They attempt to look into the composition of forces constituting the demand and the supply for new products and processes, especially in high-technology industries. Chapter 8 examines the history of technical change in the commercial aircraft industry over a fifty-year period 1925-1975. Finally, the two chapters of Part IV place the discussion of technological change in an international context, with the first chapter oriented toward its long history and second toward the present and the future. Chapter 11 pays primary attention to the transfer of industrial technology from Britain to the world-wide industrialization, because nineteenth-century industrialization was, in considerable measure, the story of the overseas transfer of the technologies already developed by the first industrial society. The last chapter speculates about the prospects for the future from an American perspective, a perspective that is often dominated by apprehension over the loss of American technological leadership, especially high-technology industries. By drawing upon some of the the distinctive characteristics of high-technology industries, an attempt is made to identify possible elements of a future scenario.
30. _____ deals with Marx's intellectual impact.
A) Chapter I
B) Chapter II
C) Chapter III
D) Chapter IV
31. The chapter that discusses an important source of learning in high-technology industries is ______
A) Chapter III.
B) Chapter IV.
C) Chapter V.
D) Chapter VI.
32. The role of market forces in innovative activities is addressed in ______
A) Part I.
B) Part II.
C) Part III.
D) Part IV.
TEXT J
First read the questions.
33. Who can enter the contest?
A. Postgraduates.
B. Undergraduates.
C. Journalists.
D. Teachers.
34. Which of the following entry rules is NOT correct?
A. Submissions had been published within a specified period.
B. No limits are set on content or length of the submission.
C. Each entrant can submit no more than one entry.
D. A cover letter by the entrant is required.
Now, go through the text quickly and answer the questions.
THE FIFTH ANNUAL NATION/I.F. STONE AWARD FOR STUDENT JOURNALISM ENTRY DEADLINE: JUNE 29,1994 PURPOSE: The Nation Institute/I.F. Stone Award recognizes excellence in student journalism. Entries should exhibit the uniquely independent journalistic tradition of I.F. Stone. A self-described "Jeffersonian Marxist," Stone combined progressive politics, investigative zeal and a compulsion to tell the truth a commitment to human rights and the exposure of injustice. As Washington editor of The Nation magazine and founder of the legendary I.F. Stones weekly, he specialized in publishing information ignored by the mainstream media (which he often found in The Congressional Record and other public Documents overlooked by the big-circulation dailies). ELIGIBILITY: The contest is open to all undergraduate students enrolled in a U.S. college. Articles may be submitted by the writers themselves or nominated by editors of student publications or faculty members. While entries originally published in student publication are preferred, all articles will be considered provided they were not written as part of a students regular course work. THE PRIZE: The article that, in the opinion of the judges, represents the most outstanding example of student journalism in the tradition of I.F. Stone will be published in a fall issue of The Nation. The winner will receive a cash award of 1,000.The Nation reserves the right to edit the winning article to conform to the space limitations of the magazine. Announcement of the winning article will be made in The Nation in the fall of 1994. DEADLINE; All entries must be postmarked by June 29,1994. ENTRY RULES: All entries must have been written or published between June 30, 1993 and June 29, 1994. Please send 2 photocopies. Each writer may submit up to three separate entries. A series of related articles will be considered as a single entry. Investigative articles are particularly encouraged. There are no restrictions as to scope, content or length. Accompanying material in support of entries is not required, but entrants are encouraged to submit a cover letter explaining the context of the submitted story, along with a brief biographical note about the author. Elaborate presentations are neither required nor desire. Entries will not be returned. Judges reserve the right to authenticate, accept or disallow entries at their discretion. The decision of the judges is final. All entries must include the writers school, home address and telephone number. ALL ENTRIES SHOULD BE SENT TO: NATION/STONE AWARD, C/O THE NATION INSTITUTE, 72 FIFTH AVENUE, NEW YORK, NY 10011 FOR FURTHER INFORMATION, PLEASE CALL (212) 463-9270. A PROJECT OF THE NATION INSTITUTE
33. Who can enter the contest?
A) Postgraduates.
B) Undergraduates.
C) Journalists.
D) Teachers.
34. Which of the following entry rules is NOT correct?
A) Submissions had been published within a specified period.
B) No limits are set on content or length of the submission.
C) Each entrant can submit no more than one entry.
D) A cover letter by the entrant is required.
First read the questions.
30. _____ deals with Marxs intellectual impact.
A. Chapter I
B. Chapter II
C. Chapter III
D. Chapter IV
31. The chapter that discusses an important source of learning in high-technology industries is ______
A. Chapter III.
B. Chapter IV.
C. Chapter V.
D. Chapter VI.
32. The role of market forces in innovative activities is addressed in ______
A. Part I.
B. Part II.
C. Part III.
D. Part IV.
Now, go through the text quickly and answer the questions.
The book opens with a broad survey, in part I, of the historical literature on technical change. It attempts to provide a guide to a wide range of writings that illuminate technological change as a historical phenomenon. The first chapter discusses aspects of the conceptualization of technological change and then goes on to consider what the literature has had to say on (1) the rate of technological change, (2) the forces influencing its direction, (3) the speed with which new technologies have diffused, and (4) the impact of technological change on the growth in productivity. A separate chapter is devoted to Marx. Marxs intellectual impact has bee so pervasive as to rank him as a major social force in history as well as an armchair interpreter of history. Part II is, in important respects, the core of the book. Each of its chapters advantages an argument about some significant characteristics of industrial technologies. Chapter 3 explores a variety of less visible forms in which technological improvements enter the economy. Chapter 4 explicitly considers some significant characteristics of different energy forms. It examines some of the complexities of the long-term interactions between technological change and energy resources. Chapter 5, "On Technological Expectation," addresses an issue that is simultaneously relevant to a wide range of industries —— indeed, to all industries that are experiencing, or are expected to experience, substantial rates of technical improvement. The last two chapters of Part II are primarily concerned with issues of greatest relevance to high-technology industries. Chapter 6, "Learning by Using," identifies an important source of learning that grows out of actual experience in using products characterized by a high degree of system complexity. In contrast to learning by doing, which deals skill improvements that grow out of the productive process, learning by using involves an experience that begins where learning by doing ends. The final chapter in Part II, "How Exogenous Is Science?" looks explicitly at the nature of science technology interactions in high-technology industries. It examines some of the specific ways in which these industries have been drawing upon the expanding pool of scientific knowledge and techniques. The three chapters constituting Part III share a common concern with the role of market forces in shaping both the rate and the direction of innovative activities. They attempt to look into the composition of forces constituting the demand and the supply for new products and processes, especially in high-technology industries. Chapter 8 examines the history of technical change in the commercial aircraft industry over a fifty-year period 1925-1975. Finally, the two chapters of Part IV place the discussion of technological change in an international context, with the first chapter oriented toward its long history and second toward the present and the future. Chapter 11 pays primary attention to the transfer of industrial technology from Britain to the world-wide industrialization, because nineteenth-century industrialization was, in considerable measure, the story of the overseas transfer of the technologies already developed by the first industrial society. The last chapter speculates about the prospects for the future from an American perspective, a perspective that is often dominated by apprehension over the loss of American technological leadership, especially high-technology industries. By drawing upon some of the the distinctive characteristics of high-technology industries, an attempt is made to identify possible elements of a future scenario.
30. _____ deals with Marx's intellectual impact.
A) Chapter I
B) Chapter II
C) Chapter III
D) Chapter IV
31. The chapter that discusses an important source of learning in high-technology industries is ______
A) Chapter III.
B) Chapter IV.
C) Chapter V.
D) Chapter VI.
32. The role of market forces in innovative activities is addressed in ______
A) Part I.
B) Part II.
C) Part III.
D) Part IV.
TEXT J
First read the questions.
33. Who can enter the contest?
A. Postgraduates.
B. Undergraduates.
C. Journalists.
D. Teachers.
34. Which of the following entry rules is NOT correct?
A. Submissions had been published within a specified period.
B. No limits are set on content or length of the submission.
C. Each entrant can submit no more than one entry.
D. A cover letter by the entrant is required.
Now, go through the text quickly and answer the questions.
THE FIFTH ANNUAL NATION/I.F. STONE AWARD FOR STUDENT JOURNALISM ENTRY DEADLINE: JUNE 29,1994 PURPOSE: The Nation Institute/I.F. Stone Award recognizes excellence in student journalism. Entries should exhibit the uniquely independent journalistic tradition of I.F. Stone. A self-described "Jeffersonian Marxist," Stone combined progressive politics, investigative zeal and a compulsion to tell the truth a commitment to human rights and the exposure of injustice. As Washington editor of The Nation magazine and founder of the legendary I.F. Stones weekly, he specialized in publishing information ignored by the mainstream media (which he often found in The Congressional Record and other public Documents overlooked by the big-circulation dailies). ELIGIBILITY: The contest is open to all undergraduate students enrolled in a U.S. college. Articles may be submitted by the writers themselves or nominated by editors of student publications or faculty members. While entries originally published in student publication are preferred, all articles will be considered provided they were not written as part of a students regular course work. THE PRIZE: The article that, in the opinion of the judges, represents the most outstanding example of student journalism in the tradition of I.F. Stone will be published in a fall issue of The Nation. The winner will receive a cash award of 1,000.The Nation reserves the right to edit the winning article to conform to the space limitations of the magazine. Announcement of the winning article will be made in The Nation in the fall of 1994. DEADLINE; All entries must be postmarked by June 29,1994. ENTRY RULES: All entries must have been written or published between June 30, 1993 and June 29, 1994. Please send 2 photocopies. Each writer may submit up to three separate entries. A series of related articles will be considered as a single entry. Investigative articles are particularly encouraged. There are no restrictions as to scope, content or length. Accompanying material in support of entries is not required, but entrants are encouraged to submit a cover letter explaining the context of the submitted story, along with a brief biographical note about the author. Elaborate presentations are neither required nor desire. Entries will not be returned. Judges reserve the right to authenticate, accept or disallow entries at their discretion. The decision of the judges is final. All entries must include the writers school, home address and telephone number. ALL ENTRIES SHOULD BE SENT TO: NATION/STONE AWARD, C/O THE NATION INSTITUTE, 72 FIFTH AVENUE, NEW YORK, NY 10011 FOR FURTHER INFORMATION, PLEASE CALL (212) 463-9270. A PROJECT OF THE NATION INSTITUTE
33. Who can enter the contest?
A) Postgraduates.
B) Undergraduates.
C) Journalists.
D) Teachers.
34. Which of the following entry rules is NOT correct?
A) Submissions had been published within a specified period.
B) No limits are set on content or length of the submission.
C) Each entrant can submit no more than one entry.
D) A cover letter by the entrant is required.