In the seventeenth-century

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In the seventeenth-century

by akhpad » Mon Apr 26, 2010 8:49 pm
Source: OG 12 Ed

In the seventeenth-century Florentine textile
industry, women were employed primarily in lowpaying,
low-skill jobs. To explain this segregation
of labor by gender, economists have relied on
the useful theory of human capital. According
to this theory, investment in human capital-the
acquisition of difficult job-related skills-generally
benefits individuals by making them eligible to
engage in well-paid occupations. Women's role as
child bearers, however, results in interruptions in
their participation in the job market (as compared
with men's) and thus reduces their opportunities
to acquire training for highly skilled work. In
addition, the human capital theory explains why
there was a high concentration of women workers
in certain low-skill jobs, such as weaving, but not
in others, such as combing or carding, by positing
that because of their primary responsibility in child
rearing women took occupations that could be
carried out in the home.
There were, however, differences in pay scales
that cannot be explained by the human capital
theory. For example, male construction workers
were paid significantly higher wages than female
taffeta weavers. The wage difference between
these two low-skill occupations stems from the
segregation of labor by gender: because a limited
number of occupations were open to women, there
was a large supply of workers in their fields, and
this "overcrowding" resulted in women receiving
lower wages and men receiving higher wages.

Q
Which of the following, if true, would most weaken the explanation provided by the human capital theory for women's concentration in certain occupations in seventeenth-century Florence?

(A) Women were unlikely to work outside the home even in occupations whose hours were flexible enough to allow women to accommodate domestic tasks as well as paid labor.
(B) Parents were less likely to teach occupational skills to their daughters than they were to their sons.
(C) Women's participation in the Florentine paid labor force grew steadily throughout the sixteenth and seventeenth centuries.
(D) The vast majority of female weavers in the Florentine wool industry had children.
(E) Few women worked as weavers in the Florentine silk industry, which was devoted to making cloths that required a high degree of skill to produce.

I have eliminated B, C and D.
I need explanation for A and E that whether they weaken or strengthen and why.

Q
The author of the passage would be most likely to describe the explanation provided by the human capital theory for the high concentration of women in certain occupations in the seventeenth-century Florentine textile industry as
(A) well founded though incomplete
(B) difficult to articulate
(C) plausible but poorly substantiated
(D) seriously flawed
(E) contrary to recent research
Source: — Reading Comprehension |

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by liferocks » Mon Apr 26, 2010 9:13 pm
Qs.1 --option A
human capital theory says that as primary responsibility of women is in child rearing they prefer working from home. But
option A says that even if the job allows enough time for domestic work women will prefer working from home.So being child bearer cannot be said as the only reason for women working from home.
This weakens the explanation.

Option E just confirms the data that participation of women in high skilled job is less-- doesn't provide any information for weakening the argument hence not relevant.

Qs2 --option A

A. Author said the theory as 'useful' and in last stanza provided details which the theory cannot explain.--This is correct option.
B. cannot infer this from passage
C. This does not explains that the theory cannot explain everything.
D. cannot infer this from passage
E. No reference to recent research

What are the OA?

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by akhpad » Mon Apr 26, 2010 9:19 pm
Thanks

Correct

Can you please elaborate little bit more for 2nd Q so that I grab easily?

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by liferocks » Mon Apr 26, 2010 9:33 pm
For the second question I have followed this process
first the tone of author while talking about the theory is indifferent to positive but not negative.Hence option B and D eliminated.
E does not have any reference hence eliminated.
so it leaves A and C
for C ,the reasoning of the passage is first provide a situation and then provide its explanation with a theory. If its other way round we can say that the theory is not properly substantiated but here we will see whether the theory is explaining the phenomena correctly.
hence eliminated C and selected A.

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by Testluv » Mon Apr 26, 2010 9:49 pm
akhp77 wrote:Thanks

Correct

Can you please elaborate little bit more for 2nd Q so that I grab easily?
I deal with question 2 in my final post below.

Here are some tips (no particular organization, sorry):

--you are rewarded for paying attention to the structure of the passage, tracking the crucial rhetorical moments, and for figuring out the author's big message. GMAT passages don't fall from the sky. They are not just an aggregated mass of disparate information. You can't read them the way you would read a textbook. One individual with one axe to grind--with one purpose in mind--writes the passage. The entire passage is designed to further that purpose. In most passages, the purpose of the entire passage is apparent or implicit in the first paragraph.

--RC is about reading efficiently, not necessarily speed-reading: slowing down where we have to (crucial rhetorical moments, big ideas, big transitions) but speeding up where we can (supporting details and examples).

--always pay attention to "who thinks what". You will be well rewarded in many inference and stn/wkn questions.

--when the author begins a new paragraph, she starts a new idea. Always read the first paragraph carefully. Read the opening sentences of the remaining paragraphs carefully; most of the time, one can divine the purpose of the paragraph from the opening sentence, and read the rest of it very quickly.
Last edited by Testluv on Mon Apr 26, 2010 10:57 pm, edited 2 times in total.
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by Testluv » Mon Apr 26, 2010 10:04 pm
Applying the above tips to the passage:

In the seventeenth-century Florentine textile
industry, women were employed primarily in lowpaying,
low-skill jobs. To explain this segregation
of labor by gender, economists have relied on
the useful theory of human capital. According
to this theory, investment in human capital-the
acquisition of difficult job-related skills-generally
benefits individuals by making them eligible to
engage in well-paid occupations. Women's role as
child bearers, however, results in interruptions in
their participation in the job market (as compared
with men's) and thus reduces their opportunities
to acquire training for highly skilled work. In
addition
, the human capital theory explains why
there was a high concentration of women workers
in certain low-skill jobs, such as weaving, but not
in others, such as combing or carding, by positing
that because of their primary responsibility in child
rearing women took occupations that could be
carried out in the home.
There were, however, differences in pay scales
that cannot be explained by the human capital
theory. For example, male construction workers
were paid significantly higher wages than female
taffeta weavers. The wage difference between
these two low-skill occupations stems from the
segregation of labor by gender: because a limited
number of occupations were open to women, there
was a large supply of workers in their fields, and
this "overcrowding" resulted in women receiving
lower wages and men receiving higher wages.

I've emboldened certain keywords/keyword phrases. Let's go through them:

The first one: "to explain...x, economsts have relied"

We say to ourselves: "okay, so the author is going to explain the economists' view, and she is creating distance between herself and the economists" (who thinks what)

The second one: "According to"

We say to ourselves: "yep, the author's explaining the economists' view"

The next one: "In addition..explains why"

We say to ourselves: "yep, she's continuing to explain the economists' view; also, the author thinks that the economists' view/explanation actually does "explain" something--so the author is also lending some credence to the economists view". (We always look out for language that tells us whether the author likes a theory or not).

But, now we're at the next paragraph (already!), and we see "however" (in the opening sentence no less). This is a contrast keyword, so now we can anticipate a contrast. But a contrast to what? Well, she just lent the economists' view some credence, so now he'll most likely pull back". (We always anticipate while we read--what must (or could) come next).

Notice how much we've learned without drowning in the content (in my explanation above, I never even said "human capital theory" for example). We don't want to get lost in the WHAT. We care about the HOW and the WHY. Don't underestimate the value of keywords.

"Johnny got a great GMAT score. THEREFORE, he want to state business school".

what can we infer about the quality of state business school?

"Johnny got a great GMAT score. NEVERTHELESS, he went to state business school."

now, what can we infer about state businss school?

Notice the facts remained the same but the keywords changed.
Last edited by Testluv on Mon Apr 26, 2010 10:39 pm, edited 1 time in total.
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by Testluv » Mon Apr 26, 2010 10:20 pm
Now, let's look at question 2 applying the Kaplan method.

(Step 1 was reading the passage strategically, using the keywords to track the crucial rhetorical moments, and figuring out the author's purpose.)
The author of the passage would be most likely to describe the explanation provided by the human capital theory for the high concentration of women in certain occupations in the seventeenth-century Florentine textile industry as
(A) well founded though incomplete
(B) difficult to articulate
(C) plausible but poorly substantiated
(D) seriously flawed
(E) contrary to recent research
Step 2: Read the question stem, classify the question type. This is a common kind of inference question asking "who thought what?" (in this case, the "who" is the author).

Step 3: Research the passage to find an answer to the question. Well, what does the author think about the economists view (this human capital theory)? Well, from our reading of the passage, see that in the first paragraph the author lent some credence to the theory but that in the opening sentence of the second paragraph she said that it "cannot explain" certain things (who cares what those things are...if we ever had to refer to them, we know immediately where to go).

Step 4: Make a prediction of the right answer. So we predict:

"the author thinks there is something to the theory but it can't explain everything."

Step 5: Scan (aggressively) for a match to your prediction...then choice A is correct.

On test day, we have to be confident. Because we spent time genrating the predicton, we don't want to overuse POE, and waste time. We should stop there and move to the next question. If you do look at the other choices, you should only be asking yourself: "is this a better match? (to my prediction)?"
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by Testluv » Tue Apr 27, 2010 12:00 am
In choice C, "poorly substantiated" is incorrect/opposite. The author dicusses (at great length) various evidence that supports (or "substantiates") the theory.
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by akhpad » Tue Apr 27, 2010 12:19 am
Thanks for wonderful explanation.

What should I say in summary

Author had founded the issue and explained at great extent even though it is still incomplete.

I confused from The statement
"There were, however, differences in pay scales that cannot be explained by the human capital ".

Initially, I though that if cannot explained then cannot.

Anyway, now it signals more to A.


I am actually struggling in RC section. I believe; I have to do lots of practice.

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by Testluv » Tue Apr 27, 2010 1:24 am
I am actually struggling in RC section. I believe; I have to do lots of practice.
Yes, practice is very important. But it is also very important to pay attention to HOW you are reading these passages. Are you reading for content? Do you try to get through the passage as quickly as possible, assimilating as much as information as possible? Because those are not good approaches. As I explain above, it's important to navigate through the passage quickly using keywords, and picking up the information that they will ask you questions about.

So, in addition to practicing, we want to review a lot, thinking about our fundamental approach!

At Kaplan, we teach six categores of keywords we can use to track the author's rhetorical moves:

--logic (this includes both conclusion and evidence keywords)
--contrast ("however" in this passage)
--continuation ("in addition" in this passage)
--illustration ("for example" in this passage)
--opinion
--sequence/chronlogy

The more we practice reading the passages in the way I've described in this thread, the more second nature it becomes. (Like learning how to drive).
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by bleedthegmat » Thu Apr 29, 2010 2:49 am
akhp77 wrote:Source: OG 12 Ed

In the seventeenth-century Florentine textile
industry, women were employed primarily in lowpaying,
low-skill jobs. To explain this segregation
of labor by gender, economists have relied on
the useful theory of human capital. According
to this theory, investment in human capital-the
acquisition of difficult job-related skills-generally
benefits individuals by making them eligible to
engage in well-paid occupations. Women's role as
child bearers, however, results in interruptions in
their participation in the job market (as compared
with men's) and thus reduces their opportunities
to acquire training for highly skilled work. In
addition, the human capital theory explains why
there was a high concentration of women workers
in certain low-skill jobs, such as weaving, but not
in others, such as combing or carding, by positing
that because of their primary responsibility in child
rearing women took occupations that could be
carried out in the home.
There were, however, differences in pay scales
that cannot be explained by the human capital
theory. For example, male construction workers
were paid significantly higher wages than female
taffeta weavers. The wage difference between
these two low-skill occupations stems from the
segregation of labor by gender: because a limited
number of occupations were open to women, there
was a large supply of workers in their fields, and
this "overcrowding" resulted in women receiving
lower wages and men receiving higher wages.

Q
Which of the following, if true, would most weaken the explanation provided by the human capital theory for women's concentration in certain occupations in seventeenth-century Florence?

(A) Women were unlikely to work outside the home even in occupations whose hours were flexible enough to allow women to accommodate domestic tasks as well as paid labor.
(B) Parents were less likely to teach occupational skills to their daughters than they were to their sons.
(C) Women's participation in the Florentine paid labor force grew steadily throughout the sixteenth and seventeenth centuries.
(D) The vast majority of female weavers in the Florentine wool industry had children.
(E) Few women worked as weavers in the Florentine silk industry, which was devoted to making cloths that required a high degree of skill to produce.

I have eliminated B, C and D.
I need explanation for A and E that whether they weaken or strengthen and why.

Q
The author of the passage would be most likely to describe the explanation provided by the human capital theory for the high concentration of women in certain occupations in the seventeenth-century Florentine textile industry as
(A) well founded though incomplete
(B) difficult to articulate
(C) plausible but poorly substantiated
(D) seriously flawed
(E) contrary to recent research
1)
IMO A :: The theory says that women did not opt for jobs coz they required time to do domestic chores. "A" attacks the second part of the statement and weakens it.

2)
IMO :: B

I am confused between B and D but as the worldly wisdom says I will stay away from narrow choices such as " seriously flawed".

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by gmat062011 » Sun Jul 31, 2011 7:49 am
I did all questions correct, but unable to understand the meaning of word "by positing". Please help me to understand.