Tribal communities in North America believe that their traditional languages are valuable resources that must be maintained. However, these traditional languages can fall into disuse when some of the effects of the majority culture on tribal life serve as barriers between a community and its traditional forms of social, economic, or spiritual interaction. In some communities the barrier has been overcome because people have recognized that language loss is serious and have taken action to prevent it, primarily through community self-teaching.
Before any community can systematically and formally teach a traditional language to its younger members, it must first document the language's grammar; for example, a group of Northern Utes spent two years conducting a thorough analysis and classification of Northern Ute linguistic structures. The grammatical information is then arranged in sequence from the simpler to the more complex types of usage, and methods are devised to present the sequence in ways that will be most useful and appropriate to the culture.
Certain obstacles can stand in the way of developing these teaching methods. One is the difficulty a community may encounter when it attempts to write down elements (particularly the spellings of words) of a language that has been primarily oral for centuries, as is often the case with traditional languages. Sometimes this difficulty can simply be a matter of the lack of acceptable written equivalents for certain sounds in the traditional language: problems arise because of an insistence that every sound in the language have a unique written equivalent ?a desirable but ultimately frustrating condition that no written language has ever fully satisfied.
Another obstacle is dialect. There may be many language traditions in a particular community: which one is to be written down and taught? The Northern Utes decided not to standardize their language, agreeing that various phonetic spellings of words would be accepted as long as their meanings were clear. Although this troubled some community members who favored Western notions of standard language writing or whose training in Western-style linguistics was especially rigid, the lack of standard orthography made sense in the context of the community's needs. Within a year after the adoption of instruction in the Northern Ute language, even elementary school children could write and speak it effectively.
It has been argued that the attempt to write down traditional languages is misguided and unnecessary; after all, in many cases these languages have been transmitted in their oral form since their origins. Defenders of the practice counter that they are writing down their languages precisely because of a general decline in oral traditions, but they concede that languages could be preserved in their oral form if a community made every effort to eschew aspects of the majority culture that make this preservation difficult.
Which one of the following most accurately states the main idea of the passage?
A. In the face of the pervasive influences of the majority culture, some tribes are having difficulty teaching their traditional languages to younger tribe members.By the time Bentham turned his interest to the subject, late in the eighteenth century, most components of modern evidence law had been assembled. Among common-law doctrines regarding evidence there were, however, principles that today are regarded as bizarre; thus, a well-established (but now abandoned) rule forbade the parties to a case from testifying. Well into the nineteenth century, even defendants in criminal cases were denied the right to testify to facts that would prove their innocence.
Although extreme in its irrationality, this proscription was in other respects quite typical of the law of evidence. Much of that law consisted of rules excluding relevant evidence, usually on some rational grounds. Hearsay evidence was generally excluded because absent persons could not be cross-examined. Yet such evidence was mechanically excluded even where out-of-court statements were both relevant and reliable, but the absent persons could not appear in court (for example, because they were dead).
The morass of evidentiary technicalities often made it unlikely that the truth would emerge in a judicial contest, no matter how expensive and protracted. Reform was frustrated both by the vested interests of lawyers and by the profession's reverence for tradition and precedent. Bentham's prescription was revolutionary: virtually all evidence tending to prove or disprove the issue in dispute should be admissible. Narrow exceptions were envisioned: instances in which the trouble or expense of presenting or considering proof outweighed its value, confessions to a Catholic priest, and a few other instances.
One difficulty with Bentham's nonexclusion principle is that some kinds of evidence are inherently unreliable or misleading. Such was the argument underlying the exclusions of interested-party testimony and hearsay evidence. Bentham argued that the character of evidence should be weighed by the jury: the alternative was to prefer ignorance to knowledge. Yet some evidence, although relevant, is actually more likely to produce a false jury verdict than a true one. To use a modern example, evidence of a defendant's past bank robberies is excluded, since the prejudicial character of the evidence substantially outweighs its value in helping the jury decide correctly. Further, in granting exclusions such as sacramental confessions, Bentham conceded that competing social interests or values might override the desire for relevant evidence. But then, why not protect conversations between social workers and their clients, or parents and children?
Despite concerns such as these, the approach underlying modem evidence law began to prevail soon after Bentham's death: relevant evidence should be admitted unless there are clear grounds of policy for excluding it. This clear-grounds proviso allows more exclusions than Bentham would have liked, but the main thrust of the current outlook is Bentham's own nonexclusion principle, demoted from a rule to a presumption.
Which one of the following statements concerning the history of the law of evidence is supported by information in the passage?
A. Common-law rules of evidence have been replaced by modern principles.During a single week, from Monday through Friday, tours will be conducted of a company's three divisions -- Operations, Production, Sales. Exactly five tours will be conducted that week, one each day. The schedule of tours for the week
must conform to the following restrictions:
Each division is toured at least once.
The Operations division is not toured on Monday.
The Production division is not toured on Wednesday.
The Sales division is toured on two consecutive days, and on no other days.
If the Operations division is toured on Thursday, then the Production division is toured on Friday.
Which one of the following CANNOT be true of the week's tour schedule?
A. The division that is toured on Monday is also toured on Tuesday."Old woman," grumbled the burly white man who had just heard Sojourner Truth speak, "do you think your talk about slavery does any good? I don't care anymore for your talk than I do for the bite of a flea." The tall, imposing black woman turned her piercing eyes on him. "Perhaps not," she answered, "but I'll keep you scratching." The little incident of the 1840s sums up all that Sojourner Truth was: utterly dedicated to spreading her message, afraid of no one, forceful and witty in speech. Yet forty years earlier, who could have suspected that a spindly slave girl growing up in a damp cellar in upstate New York would become one of the most remarkable women in American history? Her name then was Isabella (many slaves had no last names), and by the time she was fourteen she had seen both parents die of cold and hunger. She herself had been sold several times. By 1827, when New York freed its slaves, she had married and borne five children. The first hint of Isabella's fighting spirit came soon after wards, when her youngest son was illegally seized and sold. She marched to the courthouse and badgered officials until her son was returned to her. In 1843, inspired by religion, she changed her name to Sojourner (meaning "one who stays briefly") Truth, and, with only pennies in her purse, set out to preach against slavery. From New England to Minnesota she trekked, gaining a reputation for her plain but powerful and moving words. Incredibly, despite being black and female (only white males were expected to be public speakers), she drew thousands to town halls, tents, and churches to hear her powerful, deep-voiced pleas on equality for blacks-and for women. Often she had to face threatening hoodlums. Once she stood before armed bullies and sang a hymn to them. Awed by her courage and her commanding presence, they sheepishly retreated.
During the Civil War she cared for homeless ex-slaves in Washington. President Lincoln invited her to the White House to bestow praise on her. Later, she petitioned Congress to help former slaves get land in the West. Even in her old age, she forced the city of Washington to integrate its trolley cars so that black and white could ride together. Shortly before her death at eighty-six, she was asked what kept her going. "I think of the great things," replied Sojourner.
When New York freed its slaves, Isabella had
A. problemsExactly five cars ?Frank's, Marquitta's, Orlando's, Taishah's, and Vinquetta's ?are washed, each exactly once. The cars are washed one at a time, with each receiving exactly one kind of wash: regular, super, or premium. The following
conditions must apply:
The first car washed does not receive a super wash, though at least one car does.
Exactly one car receives a premium wash. The second and third cars washed receive the same kind of wash as each other.
Neither Orlando's nor Taishah's is washed before Vinquetta's.
Marquitta's is washed before Frank's, but after Orlando's. Marquitta's and the car washed immediately before Marquitta's receive regular washes
Suppose that in addition to the original five cars Jabrohn's car is also washed. If all the other conditions hold as given, which one of the following CANNOT be true?
A. Orlando's car receives a premium wash.Exactly six piano classes are given sequentially on Monday: two with more than one student and four with exactly one student. Exactly four females -- Gimena, Holly, Iyanna, and Kate -- and five males -- Leung, Nate, Oscar, Pedro, and Saul -- attend these classes. Each student attends exactly one class. The following must obtain:
Iyanna and Leung together constitute one class.
Pedro and exactly two others together constitute one class.
Kate is the first female, but not the first student, to attend a class.
Gimena's class is at some time after Iyanna's but at some time before Pedro's.
Oscar's class is at some time after Glmena's.
Which one of the following is a complete and accurate list of classes any one of which could be the class Gimena attends?
A. the fourth, the fifthWhile traveling to Japan, a low-ranking US ambassador asked a Japanese official why Japanese people were so inscrutable. The official looked calm and friendly, responding in a gentle voice that he much preferred to think upon his race as inscrutable than of his race as wanting in perspicacity such as in Americans.
Of the following words, which one best describes both the attitude and the response made by the Japanese official?
A. FearfulMany educators in Canada and the United States advocate multicultural education as a means of achieving multicultural understanding. There are, however, a variety of proposals as to what multicultural education should consist of. The most modest of these proposals holds that schools and colleges should promote multicultural understanding by teaching about other cultures, teaching which proceeds from within the context of the majority culture. Students should learn about other cultures, proponents claim, but examination of these cultures should operate with the methods, perspectives, and values of the majority culture. These values are typically those of liberalism: democracy, tolerance, and equality of persons.
Critics of this first proposal have argued that genuine understanding of other cultures is impossible if the study of other cultures is refracted through the distorting lens of the majority culture's perspective. Not all cultures share liberal values. Their value systems have arisen in often radically different social and historical circumstances, and thus, these critics argue, cannot be understood and adequately appreciated if one insists on approaching them solely from within the majority culture's perspective.
In response to this objection, a second version of multicultural education has developed that differs from the first in holding that multicultural education ought to adopt a neutral stance with respect to the value differences among cultures. The values of one culture should not be standards by which others are judged; each culture should be taken on its own terms. However, the methods of examination, study, and explanation of cultures in this second version of multicultural education are still identifiably Western. They are the methods of anthropology, social psychology, political science, and sociology. They are, that is, methods which derive from the Western scientific perspective and heritage.
Critics of this second form of multicultural education argue as follows: The Western scientific heritage is founded upon an epistemological system that prizes the objective over the subjective, the logical over the intuitive, and the empirically verifiable over the mystical. The methods of social-scientific examination of cultures are thus already value laden; the choice to examine and understand other cultures by these methods involves a commitment to certain values such as objectivity. Thus, the second version of multicultural education is not essentially different from the first. Scientific discourse has a privileged place in Western cultures, but the discourses of myth, tradition, religion, and mystical insight are often the dominant forms of thought and language of non-Western cultures. To insist on trying to understand nonscientific cultures by the methods of Western science is not only distorting, but is also an expression of an attempt to maintain a Eurocentric cultural chauvinism: the chauvinism of science. According to this objection, it is only by adopting the (often nonscientific) perspectives and methods of the cultures studied that real understanding can be achieved.
The version of multicultural education discussed in the first paragraph is described as "modest" most likely because it
A. relies on the least amount of speculation about non-Western culturesChina wants to avoid financial collapse of their economy. In order to do this, China must raise their gross national product rate by 33%. China's economy is structured so that if the 33% increase in GNP is reached, then it is possible for a 50% GNP increase.
Of the following statements listed below, which one must be true if we are to assume the above statements are also true?
A. China's economy will fall, if China's 50% increase in GNP is unattainable.Charles A. Lindbergh is remembered as the first person to make a nonstop solo flight across the Atlantic, in 1927. This feat, when Lindbergh was only twenty-five years old, assured him a lifetime of fame and public attention. Charles Augustus Lindbergh was more interested in flying airplanes than he was in studying. He dropped out of the University of Wisconsin after two years to earn a living performing daredevil airplane stunts at country fairs. Two years later, he joined the United States Army so that he could go to the Army Air Service flight-training school. After completing his training, he was hired to fly mail between St. Louis and Chicago. Then came the historic flight across the Atlantic. In 1919, a New York City hotel owner offered a prize of $25,000 to the first pilot to fly nonstop from New York to Paris. Nine St. Louis business leaders helped pay for the plane Lindbergh designed especially for the flight. Lindbergh tested the plane by flying it from San Diego to New York, with an overnight stop in St. Louis. The flight took only 20 hours and 21 minutes, a transcontinental record. Nine days later, on May 20, 1927, Lindbergh took off from Long Island, New York, at 7:52 A. M. He landed at Paris on May 21 at 10:21 P. M. He had flown more than 3,600 miles in less than thirty-four hours. His flight made news around the world. He was given awards and parades everywhere he went. He was presented with the U. S. Congressional Medal of Honor and the first Distinguished Flying Cross. For a long time, Lindbergh toured the world as a U. S. goodwill ambassador. He met his future wife, Anne Morrow, in Mexico, where her father was the United States ambassador.
During the 1930s, Charles and Anne Lindbergh worked for various airline companies, charting new commercial air routes. In 1931, for a major airline, they charted a new route from the east coast of the United States to the Orient. The shortest, most efficient route was a great curve across Canada, over Alaska, and down to China and Japan. Most pilots familiar with the Arctic did not believe that such a route was possible. The Lindberghs took on the task of proving that it was. They arranged for fuel and supplies to be set out along the route. On July 29, they took off from Long Island in a specially equipped small seaplane. They flew by day and each night landed on a lake or a river and camped. Near Nome, Alaska, they had their first serious emergency. Out of daylight and nearly out of fuel, they were forced down in a small ocean inlet. In the next morning's light, they discovered they had landed on barely three feet of water. On September 19, after two more emergency landings and numerous close calls, they landed in China with the maps for a safe airline passenger route.
Even while actively engaged as a pioneering flier, Lindbergh was also working as an engineer. In 1935, he and Dr. Alexis Carrel were given a patent for an artificial heart. During World War I in the 1940s, Lindbergh served as a civilian technical advisor in aviation. Although he was a civilian, he flew over fifty combat missions in the Pacific. In the 1950s, Lindbergh helped design the famous 747 jet airliner. In the late 1960s, he spoke widely on conservation issues. He died August 1974, having lived through aviation history from the time of the first powered flight to the first steps on the moon and having influenced a big part of that history himself.
What event happened last?
A. Lindbergh patented an artificial heart.Nowadays, the certification exams become more and more important and required by more and more enterprises when applying for a job. But how to prepare for the exam effectively? How to prepare for the exam in a short time with less efforts? How to get a ideal result and how to find the most reliable resources? Here on Vcedump.com, you will find all the answers. Vcedump.com provide not only LSAC exam questions, answers and explanations but also complete assistance on your exam preparation and certification application. If you are confused on your LSAT-TEST exam preparations and LSAC certification application, do not hesitate to visit our Vcedump.com to find your solutions here.