Probably no event characterizes the educational context as well during this time as the impact of the Russian launch of the satellite Sputnik in 1957. Americans were shaken out of their complacency when their arch competitors, the Russians, managed to blast off into space in the first rocket. This event was immediately followed by much fault finding and finger pointing as Americans looked for
someone to take the blame and for ways to explain why our research and development efforts were overtaken by those of a communist country. Eventually the blame centered on schools and their so-called failure to educate children and youth to be thinkers needed for the modern competitive world. Immediately after Sputnik, amid calls for education to be restructured to make our students more competitive, the space race began to gain momentum. The federal government provided large grants to schools and universities to develop curriculum that focused on math, science, and technology. New ways of teaching subjects and innovative practices in education were implemented. The entire nation felt a sense of urgency to prepare the nation's children for international competition. One of the results of Sputnik was an educational focus on technology development. During the 1950s, televisions were just beginning to become fixtures in living rooms. But the advancements that came about as a result of renewed efforts and resources directed toward space research, a new innovation known as computers soon followed. It wasn't long before computers were used in research endeavors by universities and businesses. The computers of the 1960s and 1970s, although not as impressive as the ones that sit on our desks in the 2000s, began to make a difference in the way we lived and educated our children. Technology revolutionized communication, changed jobs, provided new ways to spend leisure time, and affected transportation and manufacturing. According to the passage, what electronic device was just becoming common in the 1950s?
a. radio
b. microwave ovens
c. cell phones
d. television
d
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Quand on est végétarien…
Complete the following sentences using il faut or il ne faut pas, so that it makes sense.
Ascolto la musica.
Riscrivete le seguenti frasi usando un pronome oggetto diretto. (14 pts – 2 each) (Rewrite the following sentences using a direct object pronoun.)
Il faut ________________ accepter son corps comme il est. (apprendre)
Fill in the blank(s) with the appropriate word(s).
Gramática: ¿El pretérito o el imperfecto?
Tu abuela está contándote las diferencias entre buscar una pareja en su juventud y en la actualidad. Completa los espacios en blanco con el pretérito o el imperfecto de los verbos entre paréntesis. Cuando yo _________________(ser) adolescente, las chicas no ______________(llamar) a los chicos para invitarlos a salir. Anoche, yo _______________(conocer) a una chica que me _______________(decir) que le __________________(mandar) muchos mensajes de texto a un chico y que después de unos días, él __________________(aceptar) su invitación a salir. También me contó que una amiga suya hacía tiempo que ______________(buscar) pareja por Internet y finalmente la ____________________(encontrar) hace un mes. ? Antes no era así. Por ejemplo, tu abuelo era amigo de mis hermanos y ellos nos _______________________ (presentar). Después de mucho tiempo de noviazgo, tu abuelo me ________________(proponer) matrimonio y le __________________(pedir) mi mano a mi padre. ¡Por suerte papá le ________________(responder) que sí! Fill in the blank(s) with the appropriate word(s).