Mini TO LBE 2013 SNBT 2026

Text 1
Over this decade, employment in jobs requiring education beyond a high school diploma will grow more rapidly than employment in jobs that do not; of the 30 fastest growing occupations, more than half require post-secondary education. With the average earnings of college graduates at a level that is twice as high as that of workers with only a high school diploma, higher education is now the clearest (31) … into the middle class.

In higher education, the U.S. has been outpaced internationally. While the United States ranks ninth in the world in the proportion of young adults enrolled in college, we have fallen to 16th in the world in our share of certificates and degrees awarded to adults ages 25-34 — lagging behind Korea, Canada. Japan and other nations. While more than half of college students graduate within six years, the (32) … for low-income students is around 25 percent.

Acknowledging these factors early in his administration, President Obama challenged every American to commit to at least one year of higher education or post-secondary training. (33) … that America would once again have the highest proportion of college graduates in the world by 2020.
31. The opinion that best completes (31) is …

Text 1
Over this decade, employment in jobs requiring education beyond a high school diploma will grow more rapidly than employment in jobs that do not; of the 30 fastest growing occupations, more than half require post-secondary education. With the average earnings of college graduates at a level that is twice as high as that of workers with only a high school diploma, higher education is now the clearest (31) … into the middle class.

In higher education, the U.S. has been outpaced internationally. While the United States ranks ninth in the world in the proportion of young adults enrolled in college, we have fallen to 16th in the world in our share of certificates and degrees awarded to adults ages 25-34 — lagging behind Korea, Canada. Japan and other nations. While more than half of college students graduate within six years, the (32) … for low-income students is around 25 percent.

Acknowledging these factors early in his administration, President Obama challenged every American to commit to at least one year of higher education or post-secondary training. (33) … that America would once again have the highest proportion of college graduates in the world by 2020.
32. The opinion that best completes (32) is …

Text 1
Over this decade, employment in jobs requiring education beyond a high school diploma will grow more rapidly than employment in jobs that do not; of the 30 fastest growing occupations, more than half require post-secondary education. With the average earnings of college graduates at a level that is twice as high as that of workers with only a high school diploma, higher education is now the clearest (31) … into the middle class.

In higher education, the U.S. has been outpaced internationally. While the United States ranks ninth in the world in the proportion of young adults enrolled in college, we have fallen to 16th in the world in our share of certificates and degrees awarded to adults ages 25-34 — lagging behind Korea, Canada. Japan and other nations. While more than half of college students graduate within six years, the (32) … for low-income students is around 25 percent.

Acknowledging these factors early in his administration, President Obama challenged every American to commit to at least one year of higher education or post-secondary training. (33) … that America would once again have the highest proportion of college graduates in the world by 2020.
33. The opinion that best completes (33) is …

Text 2
Did you ride your bike to school when you were a kid, A generation ago most kids rode, walked or caught the bus to school; very few of us were dropped off by our parents at the school gate. These days most of us have experienced the daily traffic jams around schools at drop-off and pick-up times, as parents drive their children to the school gate. While there is no national data on the number of children who walk or ride to school, a recent Victorian survey found nearly half of all children are driven to school every day.

Parents choose to drop their kids at school for a number of reasons — mostly to do with safety and convenience. But experts say chauffeuring your kids to school every day could mean they arc missing out on much-needed exercise and other life skills.

Research suggests at least a third of Australian children aged 9-16 years are not getting the amount of daily physical activity recommended in national guidelines. But this is not because children’s participation in leisure or sporting activities has dropped off, says Dr Jan Garrard. Participation in these activities has not altered much over the years, Garrard says but what has changed is the level of incidental activity children do. “When you look at countries where children are just active as part of everyday life, they do not have to be sporty. All they have to do is to get around the way the Community gets around by walking and cycling, and they get enough physical activity,” she says.
34. The author develop some ideas in paragraph
2 by …

Text 2
Did you ride your bike to school when you were a kid, A generation ago most kids rode, walked or caught the bus to school; very few of us were dropped off by our parents at the school gate. These days most of us have experienced the daily traffic jams around schools at drop-off and pick-up times, as parents drive their children to the school gate. While there is no national data on the number of children who walk or ride to school, a recent Victorian survey found nearly half of all children are driven to school every day.

Parents choose to drop their kids at school for a number of reasons — mostly to do with safety and convenience. But experts say chauffeuring your kids to school every day could mean they arc missing out on much-needed exercise and other life skills.

Research suggests at least a third of Australian children aged 9-16 years are not getting the amount of daily physical activity recommended in national guidelines. But this is not because children’s participation in leisure or sporting activities has dropped off, says Dr Jan Garrard. Participation in these activities has not altered much over the years, Garrard says but what has changed is the level of incidental activity children do. “When you look at countries where children are just active as part of everyday life, they do not have to be sporty. All they have to do is to get around the way the Community gets around by walking and cycling, and they get enough physical activity,” she says.
35. By writing the sentence “… chauffeuring
your kids to school everyday could mean
they are missing out on much-needed exercise and other life skills.” (paragraph 2, line 2
-3), the author implies that ….

Text 2
Did you ride your bike to school when you were a kid, A generation ago most kids rode, walked or caught the bus to school; very few of us were dropped off by our parents at the school gate. These days most of us have experienced the daily traffic jams around schools at drop-off and pick-up times, as parents drive their children to the school gate. While there is no national data on the number of children who walk or ride to school, a recent Victorian survey found nearly half of all children are driven to school every day.

Parents choose to drop their kids at school for a number of reasons — mostly to do with safety and convenience. But experts say chauffeuring your kids to school every day could mean they arc missing out on much-needed exercise and other life skills.

Research suggests at least a third of Australian children aged 9-16 years are not getting the amount of daily physical activity recommended in national guidelines. But this is not because children’s participation in leisure or sporting activities has dropped off, says Dr Jan Garrard. Participation in these activities has not altered much over the years, Garrard says but what has changed is the level of incidental activity children do. “When you look at countries where children are just active as part of everyday life, they do not have to be sporty. All they have to do is to get around the way the Community gets around by walking and cycling, and they get enough physical activity,” she says.
36. Dr. Garrard’s statement “… where children
are just active as part of everyday life, they
do not have to be sporty… “ (paragraph
3line 5) may be best restated that …

Text 2
Did you ride your bike to school when you were a kid, A generation ago most kids rode, walked or caught the bus to school; very few of us were dropped off by our parents at the school gate. These days most of us have experienced the daily traffic jams around schools at drop-off and pick-up times, as parents drive their children to the school gate. While there is no national data on the number of children who walk or ride to school, a recent Victorian survey found nearly half of all children are driven to school every day.

Parents choose to drop their kids at school for a number of reasons — mostly to do with safety and convenience. But experts say chauffeuring your kids to school every day could mean they arc missing out on much-needed exercise and other life skills.

Research suggests at least a third of Australian children aged 9-16 years are not getting the amount of daily physical activity recommended in national guidelines. But this is not because children’s participation in leisure or sporting activities has dropped off, says Dr Jan Garrard. Participation in these activities has not altered much over the years, Garrard says but what has changed is the level of incidental activity children do. “When you look at countries where children are just active as part of everyday life, they do not have to be sporty. All they have to do is to get around the way the Community gets around by walking and cycling, and they get enough physical activity,” she says.
37. The pat following the passage above most
likely contains information on …

Text 3
Agroecologists do not always agree about what agroecology is or should be in the long-term. Different definitions of the term agroecology can be distinguished largely by the specificity with which one defines the term “ecology,” as well as the term’s potential political connotations. Definitions of agroecology, therefore, may be first grouped according to the specific contexts within which they situate agriculture. Agroecology is defined as “the study of the relation of agricultural crops and environment.” This definition refers to the “- ecology” part of “agroecology” narrowly as the natural environment. Following this definition, an agroecologist would study agriculture’s various relationships with soil health, water quality, air quality, meso- and microfauna, surrounding flora, environmental toxins, and other envimornental contexts.

A more common definition of the word can be taken from Dalgaard et al., who refer to agroecology as the study of the interactions between plants, animals, humans and the environment within agricultural systems. Consequently, agroecology is inherently multidisciplinary, including factors from agronomy, ecology, sociology, economics and related disciplines, in this case, the ‘-ecology” portion of “agroecology” is defined broadly to include social, cultural, and economic contexts as well.

Agroecology is also defined differently according to geographic location. In the global south, the term often carries overtly political connotations. Such political definitions of the term usually ascribe to it the goals of social and economic justice; special attention, in this case, is often paid to the traditional farming knowledge of indigenous populations. North American and European uses of the term sometimes avoid the inclusion of such overtly political goals. In these cases, agroecology is seen more strictly as a scientific discipline with less specific social goals.
38. The points provided in paragraph 3 of the
passage explain that …

Text 3
Agroecologists do not always agree about what agroecology is or should be in the long-term. Different definitions of the term agroecology can be distinguished largely by the specificity with which one defines the term “ecology,” as well as the term’s potential political connotations. Definitions of agroecology, therefore, may be first grouped according to the specific contexts within which they situate agriculture. Agroecology is defined as “the study of the relation of agricultural crops and environment.” This definition refers to the “- ecology” part of “agroecology” narrowly as the natural environment. Following this definition, an agroecologist would study agriculture’s various relationships with soil health, water quality, air quality, meso- and microfauna, surrounding flora, environmental toxins, and other envimornental contexts.

A more common definition of the word can be taken from Dalgaard et al., who refer to agroecology as the study of the interactions between plants, animals, humans and the environment within agricultural systems. Consequently, agroecology is inherently multidisciplinary, including factors from agronomy, ecology, sociology, economics and related disciplines, in this case, the ‘-ecology” portion of “agroecology” is defined broadly to include social, cultural, and economic contexts as well.

Agroecology is also defined differently according to geographic location. In the global south, the term often carries overtly political connotations. Such political definitions of the term usually ascribe to it the goals of social and economic justice; special attention, in this case, is often paid to the traditional farming knowledge of indigenous populations. North American and European uses of the term sometimes avoid the inclusion of such overtly political goals. In these cases, agroecology is seen more strictly as a scientific discipline with less specific social goals.
39. Ideas is paragraph 2 and 3 define agroecology as shown in the consecutive relation as
…

Text 3
Agroecologists do not always agree about what agroecology is or should be in the long-term. Different definitions of the term agroecology can be distinguished largely by the specificity with which one defines the term “ecology,” as well as the term’s potential political connotations. Definitions of agroecology, therefore, may be first grouped according to the specific contexts within which they situate agriculture. Agroecology is defined as “the study of the relation of agricultural crops and environment.” This definition refers to the “- ecology” part of “agroecology” narrowly as the natural environment. Following this definition, an agroecologist would study agriculture’s various relationships with soil health, water quality, air quality, meso- and microfauna, surrounding flora, environmental toxins, and other envimornental contexts.

A more common definition of the word can be taken from Dalgaard et al., who refer to agroecology as the study of the interactions between plants, animals, humans and the environment within agricultural systems. Consequently, agroecology is inherently multidisciplinary, including factors from agronomy, ecology, sociology, economics and related disciplines, in this case, the ‘-ecology” portion of “agroecology” is defined broadly to include social, cultural, and economic contexts as well.

Agroecology is also defined differently according to geographic location. In the global south, the term often carries overtly political connotations. Such political definitions of the term usually ascribe to it the goals of social and economic justice; special attention, in this case, is often paid to the traditional farming knowledge of indigenous populations. North American and European uses of the term sometimes avoid the inclusion of such overtly political goals. In these cases, agroecology is seen more strictly as a scientific discipline with less specific social goals.
40. Based on the passage above, if someone is a
genuine agroecologist, he/she will likely …