下面为大家整理的是一篇关于minority business的SAT文章阅读模拟题,后面附有相关题目和正确答案。SAT文章阅读考试涉及到的类别很多,需要大家很多的练习。下面大家就和小编一起来看看详细内容吧。
In contrast to traditional analyses of minority busi- ness, the sociological analysis contends that minority business ownership is a group-level phenomenon, in that it is largely dependent upon social-group resources for its development. Specifically, this analysis indicates that support networks play a critical role in starting and maintaining minority business enterprises by providing owners with a range of assistance, from the informal encouragement of family members and friends to dependable sources of labor and clientele from the owners ethnic group. Such self-help networks, which encourage and support ethnic minority entrepreneurs, consist of primary institutions, those closest to the individual in shaping his or her behavior and beliefs. They are characterized by the face-to-face association and cooperation of persons united by ties of mutual concern. They form an intermediate social level between the individual and larger secondary institutions based on impersonal relationships. Primary institutions comprising the support network include kinship, peer, and neighborhood or community subgroups. A major function of self-help networks is financial support. Most scholars agree that minority business owners have depended primarily on family funds and ethnic community resources for investment capital . Personal savings have been accumulated, often through frugal living habits that require sacrifices by the entire family and are thus a product of long-term family finan- cial behavior. Additional loans and gifts from relatives. forthcoming because of group obligation rather than narrow investment calculation, have supplemented personal savings. Individual entrepreneurs do not neces- sarily rely on their kin because they cannot obtain finan- cial backing from commercial resources. They may actu- ally avoid banks because they assume that commercial institutions either cannot comprehend the special needs of minority enterprise or charge unreasonably high interest rates. Within the larger ethnic community, rotating credit associations have been used to raise capital. These asso- ciations are informal clubs of friends and other trusted members of the ethnic group who make regular contri- butions to a fund that is given to each contributor in rotation. One author estimates that 40 percent of New York Chinatown firms established during 1900-1950 utilized such associations as their initial source of capital. However, recent immigrants and third or fourth generations of older groups now employ rotating credit associations only occasionally to raise investment funds. Some groups, like Black Americans, found other means of financial support for their entrepreneurial efforts.The first Black-operated banks were created in the late nine- teenth century as depositories for dues collected from fraternal or lodge groups, which themselves had sprung from Black churches. Black banks made limited invest- ments in other Black enterprises. Irish immigrants in American cities organized many building and loan asso- ciations to provide capital for home construction and purchase. They. in turn, provided work for many Irish home-building contractor firms. Other ethnic and minority groups followed similar practices in founding ethnic-directed financial institutions.
1. Based on the information in the passage. it would be LEAST likely for which of the following persons to be part of a self-help network?
The entrepreneurs childhood friend
The entrepreneurs aunt
The entrepreneurs religious leader
The entrepreneurs neighbor
The entrepreneurs banker
2. Which of the following illustrates the working of a self-help support network, as such networks are described in the passage?
A public high school offers courses in book-keeping and accounting as part of its open-enrollment adult education program.
The local government in a small city sets up a program that helps teen-agers find summer jobs.
A major commercial bank offers low-interest loans to experienced individuals who hope to establish their own businesses.
A neighborhood-based fraternal organization develops a program of on-the-job training for its members and their friends.
A community college offers country residents training programs that can lead to certification in a variety of technical trades.
3. Which of the following can be inferred from the passage about rotating credit associations?
They were developed exclusively by Chinese immigrants.
They accounted for a significant portion of the investment capital used by Chinese immigrants in New York in the early twentieth century.
Third-generation members of an immigrant group who started businesses in the 1920s would have been unlikely to rely on them.
They were frequently joint endeavors by members of two or three different ethnic groups.
Recent immigrants still frequently turn to rotating credit associations instead of banks for investment capital.
4. The passage best supports which of the following statements?
A minority entrepreneur who had no assistance from family members would not be able to start a business.
Self-help networks have been effective in helping entrepreneurs primarily in the last 50 years.
Minority groups have developed a range of alternatives to standard financing of business ventures.
The financial institutions founded by various ethnic groups owe their success to their unique formal organization.
Successful minority-owned businesses succeed primarily because of the personal strengths of their founders.
5. Which of the following best describes the organization of the second paragraph?
An argument is delineated, followed by a counterargument.
An assertion is made and several examples are provided to illustrate it.
A situation is described and its historical background is then outlined.
An example of a phenomenon is given and is then used as a basis for general conclusions.
A group of parallel incidents is described and the distinctions among the incidents are then clarified.
6. According to the passage, once a minority-owned business is established, self-help networks contribute which of the following to that business?
Information regarding possible expansion of the business into nearby communities
Encouragement of a business climate that is nearly free of direct competition
Opportunities for the business owner to reinvest profits in other minority-owned businesses
Contact with people who are likely to be customers of the new business
Contact with minority entrepreneurs who are members of other ethnic groups
7. It can be inferred from the passage that traditional analyses of minority business would be LEAST likely to do which of the following?
Examine businesses primarily in their social contexts
Focus on current, rather than historical, examples of business enterprises
Stress common experiences of individual entrepreneurs in starting businesses
Focus on the maintenance of businesses, rather than means of starting them
Focus on the role of individual entrepreneurs in starting a business
8. Which of the following can be inferred from the passage about the Irish building and loan associations mentioned in the last paragraph?
They were started by third-or fourth-generation immigrants.
They originated as offshoots of church-related groups.
They frequently helped Irish entrepreneurs to finance business not connected with construction.
They contributed to the employment of many Irish construction workers.
They provided assistance for construction businesses owned by members of other ethnic groups.
Correct Answers:EDBCBDAD
以上就是这篇关于minority business的SAT文章阅读模拟题的全部内容,后面的正确答案没有解析。大家在备考自己的SAT阅读考试的时候,可以根据自己的实际情况,到文章中进行查找,这样就能更好的掌握答题的方法了。
牛津版一年级英语上册Unit 2 Good morning 教案
上海牛津版一年级英语Unit 9 Revision单元分析教案
上海版牛津一年级英语教案Unit8 Playtime(总五课时)
一年级英语上册教案Unit1 My classroom第一课时
一年级英语上册Unit8 Playtime 第三课时教案
沪教牛津版小学英语一年级上册 unit9 教案
牛津版一年级英语上册unit5 Fruit教案(3)
沪教牛津版小学英语一年级上册 Unit3 period2教案
一年级英语上册教案 Unit 1 第二课时
沪教牛津版一年级英语上册教案Unit1 My classroom第二课时
一年级英语上册Unit1 My classroom第三课时教案
新课标小学英语第一册期末考试百词范围
上海牛津版一年级英语下册Unit9 Revision第一课时教案
一年级英语上册教案 Unit 1 Period 1
一年级英语上册教案Unit1 My classroom第一课时教案
沪教版小学英语一年级下册教案unit1课时5
上海牛津版一年级英语下册Unit2 Small animals教案
一年级英语上册教案 Unit1My classroom 第三课时
沪教版小学英语一年级下册教案unit1课时6
上海牛津版一年级英语下册Unit2 Small animals第五课时教案
牛津版一年级英语上册教案Unit4 My bag第一课时
苏教版牛津小学一年级英语教案Unit1 What`s your name
上海牛津版一年级英语下册教案Unit9 Revision(3)
一年级英语Module1 unit6 Mid-Autumn Festival教案
沪教版小学英语一年级下册教案unit1课时3
牛津版一年级英语上册unit5 Fruit教案(2)
新起点小学一年级英语教案Unit7 Fruit
上海版牛津一年级英语教案 Unit 3 My abilities
牛津版一年级英语上册unit5 Fruit教案(1)
沪教版小学英语一年级下册教案unit1课时4
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |