In the early 1920's,
settlers came to Alaska looking for gold. They traveled by boat to the coastal
towns of Seward and Knik, and from there by land into the gold fields. The
trail they used to travel inland is known today as the lditarod Trail, one of the
National Historic Trails designated by the congress of the United States. The
Iditarod Trail quickly became a major thoroughfare in Alaska, as the mail and
supplies were carried across this trail. People also used it to get from place
to place, including the priests, ministers, and judges who had to travel
between villages down this trail was via god sled. Once the gold rush ended,
many gold-seekers went back to where they had come from, and suddenly there was
much less travel on the lditarod Trail. The introduction of the airplane in the
late 1920's meant dog teams were mode of transportation, of course airplane
carrying the mail and supplies, there was less need for land travel in general.
The final blow to the use of the dog teams was the appearance of snowmoniles.
By the mid 1960's most Alasknas didn't even know the lditarod Trail existed, or
that dos teens had played a crucial role in Alaska's early settlements. Dorothy
G.Page, a self-made historian, recognized how few people knew about the former
use of sled dogs as working animals and about the Iditarod Trail's role in
Alaska's colorful history. To she came up with the idea to have a god sled race
over the Iditarod Trail. She presented her idea to an enthusiastic musher, as
dog sled drivers are known, named Joe Redington, Sr. Soon the pages and the
Redintons were working together to promote the idea of the Iditarod race. Many
people worked to make the first Iditarod Trail Sled Dog Race a reality in 1967.
The Aurora Dog Mushers Club, along with men from the Adult Camp in Sutton,
helped clear years of overgrowth from the first nine miles of the Iditarod
Trail. To raise interest in the race, a $25,000 purse was offered, with Joe
Redington donating one acre of his land to help raise the funds. The short race,
approximately 27 miles long, was put on a second time in 1969. After these
first two successful races, the goal was to lengthen the race a little further
to the ghost town of Iditarod by 1973. However in 1972, the U.S. Army reopened
the trail as a winter exercise, and so in 1973, the decision was made to take
the race all the way to the city of Nome-over 1,000 miles. There were who
believed it could bot be done and that it wad crazy to send a bunch out into
vast, uninhabited Alaskan wilderness. But the race went! 22 mushers finished
that year, and to date over 400 people have completed it.
The primary purpose of
this passage is to
Lilly loves her town. She loves
the mall. She loves the parks. She also loves her school. Most of all, though,
Lilly loves the seasons. In her old town, it was hot all of the time.
Sometimes it is cold in Lilly’s
new town. The cold season is in winter. Once in a while it snows. Lilly has
never seen snow before. So far her, the snow is exciting as well as very
beautiful. Lilly has to wear gloves to keep her hands warm. She also wear a
scarf around her neck.
In spring, flowers bloom and the
trees turn green with new leaves. Pollen falls on the cars and windowsills and
makes Lilly sneeze. People work in their yards and mow their grass.
In summer, Lilly wears her old
shorts and sandals- the same ones she used to wear in her old town. It is hot
outside, and dogs lie in the shade. Lilly and her friends go to a pool or play
in the water sprinkler. Her father cooks hamburgers on the grill for dinner.
Lilly’s favorite season is autumn.
In autumn, the leaves on the trees turn yellow, gold, red, and orange.
Halloween comes in autumn, and this Lilly’s favorite holiday. Every Halloween,
Lilly wears a costume. Last year she wore a mouse costume. This year she will
wear a fish costume.
One evening in autumn, Lilly and
her mom are on sitting together on the porch. Mom tells Lilly that autumn is
also called “fall”. This is a good idea, Lilly thinks, because in the fall all
of the leaves fall down from the trees.
In paragraph 2 the author writes, “She
also wears a way to rewrite this sentence while keeping its original meaning?
Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
According to the passage,
the present education structures assume which of the following?
