調查局三等
110年
[營繕工程組] 綜合法政知識與英文(包括中華民國憲法、法學緒論、兩岸關係、英文)
第 48 題
📖 題組：
At the beginning of the 20th century, less than 1,000 colleges with 160,000 students existed in the US. The number of colleges skyrocketed in waves, during the early and mid 20th century. State universities grew from small institutions of fewer than 1,000 students to campuses with 40,000 more students, with networks of regional campuses around the state. In turn, regional campuses broke away and became separate universities. To handle the explosive growth of K–12 education, every state set up a network of teachers' colleges, beginning with Massachusetts in the 1830s. After 1950, they became state colleges and then state universities with a broad curriculum. Major new trends included the development of the junior colleges. They were usually set up by city school systems starting in the 1920s. By the 1960s they were renamed as “community colleges.” Junior colleges grew from 20 in number in 1909, to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students. The peak year for private institutions came in 1949, when there were 322 junior colleges in all; 180 were affiliated with churches, 108 were independent and non-profit, and 34 were private schools being run for-profit. Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white-collar labor force, as well as for more advanced technical jobs in the blue-collar sphere. Four-year colleges were also growing, albeit not as fast; however, many of them were located in rural or small-town areas away from the fast-growing metropolis. Community colleges continue as open-enrollment, low-cost institutions with a strong component of vocational education, as well as a low-cost preparation for transfer students into four-year schools. They appeal to a poorer, older, less prepared element.
At the beginning of the 20th century, less than 1,000 colleges with 160,000 students existed in the US. The number of colleges skyrocketed in waves, during the early and mid 20th century. State universities grew from small institutions of fewer than 1,000 students to campuses with 40,000 more students, with networks of regional campuses around the state. In turn, regional campuses broke away and became separate universities. To handle the explosive growth of K–12 education, every state set up a network of teachers' colleges, beginning with Massachusetts in the 1830s. After 1950, they became state colleges and then state universities with a broad curriculum. Major new trends included the development of the junior colleges. They were usually set up by city school systems starting in the 1920s. By the 1960s they were renamed as “community colleges.” Junior colleges grew from 20 in number in 1909, to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students. The peak year for private institutions came in 1949, when there were 322 junior colleges in all; 180 were affiliated with churches, 108 were independent and non-profit, and 34 were private schools being run for-profit. Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white-collar labor force, as well as for more advanced technical jobs in the blue-collar sphere. Four-year colleges were also growing, albeit not as fast; however, many of them were located in rural or small-town areas away from the fast-growing metropolis. Community colleges continue as open-enrollment, low-cost institutions with a strong component of vocational education, as well as a low-cost preparation for transfer students into four-year schools. They appeal to a poorer, older, less prepared element.
Which is one of the factors that contributed to the rapid growth of community colleges in the United States?
- A It is a major new trend to include as many rural students as possible.
- B The purpose is to handle the explosive growth of K–12 education.
- C Parents and businessmen wanted nearby, low-cost schools in rural or small-town areas to provide training for the growing white-collar labor force.
- D Many community colleges were located in the center of the fast-growing metropolis to provide more advanced technical jobs in the blue-collar sphere.
思路引導 VIP
請觀察文章最後一段，比較「四年制大學」與「新興城市（metropolis）」在地理空間上的關係。如果你是一位住在都市、急需技術人才的企業主，但傳統大學都蓋在偏遠鄉村，你會希望政府在哪裡設立什麼樣的學校來解決人才短缺的問題呢？
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AI 詳解
AI 專屬家教
嗯…你做得很好，呵呵呵
- 觀念驗證：看來你的基本功很紮實啊，呵呵呵。你確實抓住了文章末段的那個關鍵點。文章提到，那些四年制大學，多半都在偏遠的鄉村或小鎮，遠離了大城市的喧囂，也就是所謂的大都市 (metropolis)。而社區學院呢，它們可是為了滿足都市裡家長和企業的需求而生，提供了鄰近且費用親民的訓練，特別是針對藍領階層 (blue-collar) 需要的高階技術職位。你成功地避開了選項裡關於地理位置的陷阱，這就對了，這表示你把課文讀得很仔細，呵呵呵。
- 難度點評：這題的難度嘛，Medium。嗯，對你來說，這或許不算太難，呵呵呵。這考的是細節辨析，考驗你能不能清楚區分四年制大學和社區學院，它們一個在鄉村，一個在都市，服務的對象也各有不同。有些同學可能會只看關鍵字就選錯 (C)，但你沒有，你看到了更深層的地方。很好，很好。