pratiwihandayani

Rabu, 05 Januari 2011

banking

History Banking

activities and banking history began in the know since the days of Babylon, then continue to grow until the time of Ancient Greece and Rome. Then banking activities continue to grow until the European mainland, until eventually expanded to western Asia brought by European traders, and continues to grow until this banking activity spread across the world, especially European colonies.

At first started banking activities of currency exchange services, so that in the history of banking in the familiar sense of the bank as a place to exchange money tables, where the activities of money changers are now known to the merchants of foreign currency (money changer).

In a further development of banking activities to develop longer a day-care money, which is now known as the activities of deposit (savings). Banking activities increased again as a place to borrow money. Banking activities continue to grow along with the development community, where banks are no longer merely as a place to change money or a place to save and borrow money. Until finally the existence of banks is affecting the economic development of society, to the state level, and even international level.

· In Indonesia alone, the banking history begins with the entry through VOC Dutch colonialists. The banks in existence at this time include:

1. De Javasche NV

2. De Post Paar Bank

3. De Algemevolks Crediet Bank

4. NederlandHandles Maatscappij (NHM)

5. Handle Nationale Bank

6. De Escompto Bank NV

· While the banks that founded and owned by indigenous people. China, Japan, and other Europeans are as follows:

1. National Bank Indonesia

2. gray Merchant bank

3. Boemi Bank NV

4. The Charteredbank of India

5. The Yokohama Species Bank

6. The Matsui Bank

7. The Bank of China

8. Bank Batavia

Understanding Banks

According to Law No. 10 of 1998 dated 10 November 1998 on Banking, which meant the bank was "a business entity which collects funds from the public in the form of savings and channel them to the community in the form of credit and / or other forms in order to improve the living standard many people. "

Based on the above understanding, the bank is a company engaged in the financial sector, meaning thatbanking activities are always associated in the field of finance.

Principle, Function, and Purpose of the Indonesian Banking

Under Law No. 10 of 1998 on Banking, Indonesian banks in conducting their business is based on economic democracy by using the principle of prudence. Economic Democracy itself is carried out based on Pancasilaand 1945 Constitution.

Based on the principle used in banking, the goal is to support the implementation of Indonesia's bankingnational development in order to improve the distribution of development and hasilhasilnya, economic growthand national stability towards improving the welfare of the people.

Under Law no. 10 of 1998, the function of banks in Indonesia are:

a. As a place to collect funds from the Bank in charge of securing the money savings and time deposits anddeposits in a checking account or current account.

The function of the bank's main function.

b. As a supplier of funds or bank lenders provide loans for people in need, especially for productive efforts.

Senin, 03 Januari 2011

modal auxiliary

Modal auxiliary verbs

Modals are a very complex area of English grammar, so in this quick guide we will not be able to go into much detail, but we will at least get an overall idea of what their function is in a sentence. we can looked at how the verb phrase can be broken down into its constituent parts and we noted that one of these parts was called a modal auxiliary verb. Just to remind you of the previous examples, a section of the chart has been reproduced below:

Subject	Modal auxiliary verbs	Primary auxiliary verbs (s)	Main verb	Object
Sarah	Can	-	Sing	opera
you	Should	Have been	watching	The baby

Before we look at some of the possible meanings of modal auxiliary verbs we need to have some idea of what constitutes a modal in English and where they occur in a sentence. A few more examples should enable us to answer the second of these points fairly quickly and easily - the modals are in bold:

He should be here by now.
I could swim quite well when I was younger.
You mustn't blame yourself for this.
You might have discussed it with me first.
You can't be serious!
Could you open the window please?
Must you make so much noise?
She had to take her brother along with her.
We ought to be going.

It should be clear from these examples that the modal verb occupies the first position in verb phrase, coming before any other auxiliary verb (like have or be) and the main lexical verb.

In questions the modal verb is simply inverted with the subject of the sentence as in examples 6 and 7 and it also carries the negative particle not (examples 3 and 5).

The subject of the sentence has no effect on the form of the modal since almost in all cases they do not change at all.

So, a modal verb is quite simple as far as its form and position in various types of sentence are concerned; but what exactly are the modal verbs in English? The chart below lists the main modal auxiliaries that you are likely to meet and divides them into two categories pure modals and semi-modals, although in most cases the distinction is merely formal and their meanings are not affected by this division.

Pure modals	Semi modals
Can	Ought to
Should	Has/have(got) to
May	Be able to
Shall
Should
Will
Would
Need***

*** need is a special verb since as an auxiliary it is almost always negative and it is also a lexical verb as in sentences like he needs to speak to you now, while it acts as a modal verb in sentences such as you needn't come to work tomorrow where it has the same meaning as don't have to.

The forms of semi-modals

The main characteristics of the pure modals are:

they never change their form irrespective of the subject of the sentence
e.g. he can swim, not *he cans swim
following on from the above feature, they do not change to show past tense
e.g. she had to leave not *she musted leave
they all carry the negative of the sentence by the addition of not/n't
e.g. I can't remember not *I don't can remember
they all form questions by inversion with the subject of the sentence.
e.g. should I stay?
they are all followed by the base form of the verb without the addition of to
e.g. he can swim not *he can to swim

The forms of semi-modals

You will notice that this type of modal is made up of two or more separate words, the last one invariably being to. They are all modal in meaning but not in form as they behave differently in a sentence from the pure modals. It is perhaps best to think of the semi-modals in the form with the to infinitive that is given in the table rather than thinking of them as modals that need to + base form. We need to look at the form of each individual semi-modal separately.

Be able to

We use this semi-modal to express possibility or the ability to do something, but unlike the pure modals, be able to has a full range of tenses and also needs to inflect to show agreement with its subject. For example:

He is able to offer you the best price possible.
We were able to get in to see the film.
They haven't been able to find the missing document.
So, you aren't able to help.

Notice that the negative is carried either by the be element or the auxiliary verb that is closest to the subject of the sentence. It can also be accompanied by any of the pure modals:

I will be able to see you after lunch.
They might not be able to put us up for the night.

Has/have (got) to

This is used to express necessity or obligation to do something and shares some of the features of be able to discussed above. The have element of the form has to change to agree with its subject. Although it is normally used in the present tense, it also has its own past (had to) and can be used with pure modals to show the future or the attitude of the speaker:

They have to be more punctual.
He has to take responsibility for the accident.
I had to help my father repair his car.
We will have to put this off until tomorrow.
You shouldn't have to suffer in silence.
You don't have to come if you don't want to.
He didn't have to do all the shopping.

From these few examples it should be clear that the negative not again attaches itself to the auxiliary verb (modal or main) that comes immediately after the subject of the sentence.

Ought to

It is usually claimed that the meaning of ought to is the same as should whether it refers to giving advice or making a logical deduction. So, to most native speakers the following sentences with ought to and should feel the same:

You ought to see a doctor.
You should see a doctor.
They ought to have got back home by now.
They should have got back home by now.

In practice, most speakers tend to prefer should for negatives and questions because the ought to and oughtn't ... to forms can sound rather clumsy and awkward.

Ought you to be doing that?
They oughtn't to (ought not to) do that.
Oughtn't we to leave now?

Meanings of modal verbs

The main function of modal verbs is to allow the speaker or writer to express their opinion of, or their attitude to, a proposition. These attitudes can cover a wide range of possibilities including obligation, asking for and giving permission, disapproval, advising, logical deduction, ability, possibility, necessity, absence of necessity and so on. The problem with each modal verb is that it can have more that one meaning and the interpretation of a particular modal will depend heavily on the context in which it is being used. The following examples should help to illustrate this point.

It might take more than a week. (possibility)
You might have told me about it! (showing disapproval)
He must take his medicine three times a day. (obligation)
He must be French. (logical deduction)
I can't lift that suitcase by myself. (ability)
That can't be the right answer. (logical deduction)
May I look at the questions now? (asking for permission)
They say it may snow tomorrow. (possibility)

You probably also noticed from the examples that notions like permission and possibility can be expressed using different modal verbs - this, of course, only serves to complicate matters further since one modal verb can have more that one meaning, and one meaning can be expressed by more than one modal verb. In the space that we have available here it would be impossible to cover all the meanings of each of the modals, so as examples we will look at some of the ways that obligation and logical deduction can be expressed.

Obligation

The two main modals here are must and have to. The difference between them is usually given as follows: must is used to express an internal obligation that is imposed by the speaker, while have to refers to rules and regulations that are imposed from outside the speaker. Again, as with many points of grammar this is only intended as a rough guide.

To express a lack of obligation we cannot just automatically add not to the modal verbs without thinking more carefully about it first. How do you feel about the following sentences for instance?

He must sing loudly.
He mustn't sing loudly.

In the first sentence you would probably agree that this is obligation originating from, say, a teacher or someone with authority. The second sentence, however, does not express a lack of obligation but a prohibition to do something. The form that we use to express a lack of obligation could be one of the following:

He doesn't have to get up early.
He doesn't need to get up early.

This lack of balance in the use of modals can cause many problems for people who are learning English since it is quite illogical.

Logical deduction

This is another area of modal use that is fraught with difficulties for reasons similar to those just discussed above. Look at the following sentences:

The telephone rings:
That'll be Frank.
That must be Frank.
That should be Frank.
That could be Frank.
That might be Frank.
That may be Frank.

The modal verbs used here have been listed in what many consider to be the order of likelihood of something being true. You may or may not agree with this listing, but it gives you some idea of some of the choices available for drawing logical conclusions from situations. If we look at the negatives of these sentences, however, you can see just how much more complex it can become:

That won't be Frank.
That mustn't be Frank.
That shouldn't be Frank.
That couldn't be Frank.
That mightn't be Frank.

Many of these sentences now denote completely different attitudes to the situation and you may even agree that some of them are either not English or are only marginally acceptable. The sentence which has probably moved furthest from its original intention is number 2 which sounds very odd. In fact, the negative of must when we talking about deduction is can't - one more example of how complicated and counter-intuitive the system of English modals can be.

Past time with modals

We noted earlier that the pure modals do not change to show tense. Most of these modals do in fact have either present or future reference, but sometimes we need to refer back to the past. With the semi-modals there is little problem, but how can we do this for pure modal verbs? You may have picked up from some of the previous examples that one way to do this is to insert have immediately after the pure modal. But this is not always the case since can has its own past tense could when it refers to general ability. Some examples should help:

I can speak German.
I could speak German when I was seven years old.
You should see this film.
You should have seen this film.
Indonesia must be hot.
Indonesia must have been hot.
He could find his wallet.
He could have found his wallet.

Notice that in the third pair of sentences the meaning of must is logical deduction not obligation. If we want to use must for obligation then the past tense is had to.

She must visit her mother.
She had to visit her mother.

Minggu, 28 November 2010

CLASS PROFILE

Name      : Pratiwi Handayani

The date of birth  : November 11, 1990

Ideals    : I want to really be a stewardess. but alas, my body lean,

hobbies   : shopping, online, watch movies cinemas ,

Email     : purpleforever@ymail.com

Message and the impression: interesting

The most memorable experience: eat together, learn together, joking together ^ ^ .guardian considers the current class as family.

Minggu, 21 November 2010

atmospheric conditions.

As many as one thousand years ago in the Southwest, the Hopi and Zuni indians of North america were building with adobe – sun-baked brick plastered with mud. There homes looked remarkably like modern apartement houses some were four stories high and contained quartersfor perhaps thousand people. Along with store rooms for grain and other goods. This building were usually put up against cliffs, both to make construction easier and for defense against enemies. They were really villages in them selves as later spanish explorers must have realized since they called them “pueblos”, which is spanish for towns.

The people of the pueblos raised what are called ”the three sister”—corn, beans, and squash. They made excellent pottery and wove marvelous baskets, some so fine that they could hold water. The Southwest has always been a dry country, where water is scarce. The Hopi and Zuni brought water from streams to their fields and gardens through irrigation ditches. Water was so important that it played a major role in their religion. They developed elaborate ceremonies and religious rituals to bring rain.

The way of life of les-settled groups was simpler and more strongly influenced by nature. Small tribes such as the Shosone and Ute wandered the dry and mountainous lands between the Rocky Mountains and the Pacific Ocean. They gathered seeds and hunted seals, walruses, ang the great whales. They lived right on the frozen seas in shelters called igloos built of blocks of packed snow. When summer came, they fished for salmon and hunted the lordly caribou.

The Cheyenne, Pawnee, and Sioux tribes, known as the Plains Indians, lived on the grassland between the Rocky Mountains and the Mississippi River. They hunted bison, commonly called the buffalo. Its meat was the chief food of these tribes, and its hide was used to make their clothing and the covering of their tents and tipis.

1. What does the passage mainly discuss?

(A) The architecture of early American Indian buildings

(B) The movement of American Indians across North America

(D) The way of life of American Indian tribes in early North America

2. According to the passage, the Hopi and Zuni typically built their homes

(A) In valleys

(B) Next to streams

(D) Agains cliffs

3. The word “They” in line 6 refers to

(A) Goods

(B) Buildings

(D) enemies

4. It can be inferred from the passage that the dwellings of the Hopi and Zuni were

(A) very small

(B) highly advance

(D) quickly constructed

5. The author uses the phrase “the three sisters” in line 8 to refer to

(A) Hopi women

(B) Family members

(D) Rain ceremonies

6. The word “scarce” in line 10 is closest in meaning to

(A) Limited

(B) Hidden

(D) necessary

7. which of the following is true of the Shoshone and Ute?

(A) They were not as settled as the Hopi and Zuni

(B) They hunted caribou

(D) They didn’a have many religious ceremonies

8. According to the passage, which of the following tribes lived in the grassland?

(A) The Shoshone and Ute

(B) The Cheyenne and Sioux

(D) The pawnee and Inuit

9. Which of the following animals was most important to the Plains Indians?

(A) The Salmon

(B) The Caibou

(D) The buffalo

10. Which of the following is NOT mentioned by the author as adwelling place of early North Americans?

(A) Log cabins

(B) Adobe houses

(D) Igloos

11. The author gives an explaination for all of the following word EXCEPT

(A) Adobe

(B) Pueblos

(C) Caribou

(D) Bison

12. The author groups North American Indians according to their

(A) Tribes and geographycal regions

(B) Arts and crafts

(D) Date of apperanmce of the continent

Marianne Moore (1887-1972) once said that her writting could be called poetry only because there was no other name for it. Indeed her poems appear to be extremely compressed essays that happen to be printed in jagged lines on the page. Her subjects were varied: animals, labores, artist, and the craft of poetry. From her general reading came quotations that she found striking or insightful. She included these in her poems, scrupulously enclosed in quotation marks and sometimes identified in footnotes. Of this practice, she wrote, “ ‘why the many quotation marks?’ I am asked. . . when a thing has been said so well that it could not be said better, why paraphrase it?Hence my writting is, if not a cabinet of fossils, a kind of collection of flies in amber.” Close observation and consentration on detail are the methods of her poetry.

Marianne Moore grew up in kirkwood, Missouri, near St. Louis. After graduation from Bryn Mawr College in 1909, she taught commercial subjects at the Indian school in Carlisle, Pennsylvannia. Later she became a librarian in New York City. During the 1920’s she was editor of The Dial, an importan literary magazine of the period. She lived quietly all her life, mostly in Brooklyn, New York. She spent a lot of time at the Bronx Zoo, fascinated by animals. Her admiration of the Brooklyn Dodgers – before the team moved to Los Angeles- was widely known.

Her first book of poems was published in London in 1921 by a group of friends associeted with the imagist movement. From that time on her poetry has been read with interest by succeeding generations of poets and readers. In 1952 she was awarded the Pulitzer Prize for her Collected Poems. She wrote that she did not write poetry “for money or fame. To earn a living is needful, but it can be done in routine ways. One writes because one has a burning desire to objectivy what it is indispensable to one’s happiness to express...”

13. What is the passage mainly about?

(A) The influance of the imagist on Marianne Moore

(B) Essayists and poets of the 1920’s

(D) Marianne Moore’s life and work

14. Which of the following can be inferred about Moore’s poems?

(A) They are better known in Europe than the United States

(B) They do not use traditional verse forms

(D) They tend to be abstract

15. According to the passage Moore wrote about all of the following EXCEPT

(A) Artists

(B) Animals

(C) Fossils

(D) workers

16. What does Moore refer to as “flies in amber” (line 9)?

(A) A common image in her poetry

(B) Poetry in the twentieth century

(D) Quotations within her poetry

17. The author mentions all of the following as jobs held by Moore EXCEPT

(A) Commercial artist

(B) Teacher

(D) Librarian

18. The word “period” in line 13 is closest in meaning to

(A) Movement

(B) School

(D) time

19. Where did Moore spend most of her adult life?

(A) In Kirkwood

(B) In Brooklyn

(D) In Carlisle

20. The word “succeeding” in line 19 is closest in meaning to

(A) Inheriting

(B) Prospering

(D) later

21. The word “it” in line 21 refers to

(A) Writing poetry

(B) Becoming famous

(C) Earning a living

(D) Attracting readers

22. It can be inferred from the passage that Moore wrote because she

(A) Wanted to win award

(B) Was disatisfied with what others wrote

(C) Felt a need to express herself

(D) Wanted to raise money for the Bronx Zoo

Questions 23-30

What makes it rain?Rain falls from clouds the same reason anything falls to Earth. The Earth’s gravity pulls it. But every cloud is made of water droplets or ice crystals. Why doesn’t rain or snow fall constantly from all clouds? The droplets or ice crystals in clouds are exceedingly small. The effect of gravity in them is minute. Air currents move and lift droplets so that the net down ward displacement is zero, even though the droplets are in constant motion.

Droplets and ice crystals behave somewhat like dust in the air made visible in a shaft of sunlight. To the casual observer, dust seems to act in a totally random fashion, moving about chaotically without fixed direction. But in fact dust particles are much larger than water droplets and they finally fall. The average size of a cloud droplest is only 0,004 inch in diameter. It is so small that it would take sixteen hours to fall half a mile in perfectly still air,and it does not fall out of moving air at all. Only when the droplet grows to a diameter of 0,008 inch or larger can it fall from the cloud. The average raindrop contains a million times as much water as a tiny cloud droplet. The growth of a cloud to a size large enough to fall out is the cause of rain and other forms of precipitation. This important growth is called” coalescence”.

23. What is the main topic of the passage?

(A) the mechanics of rain

(B) the weather patterns of North America

(D) types of clouds.

24. The word “ minute “ in line 4 is closest in meaning to which of the following?

(A) Second

(B) Tiny

(D) Steady

25. The word “ motion “ in line 5 closest in meaning to..

(A) Wind

(B) Change

(C) Movement

(D) humidity

26. Ice crystals do not immediately fall to Earth because,

(A) they are kept aloft by air currents

(B) they combine with other chemicals in the atmosphere

(D) their electrical charges draw them away from the earth.

27. The word “ random “in line 7 is closest in meaning to..

(A) Unpredictable

(B) Perplexing

(D) abnormal

28. what can be inferred about drops of water larger than 0,008 inch in diameter?

(A) they never occur

(B) they are not affected by the force of gravity

(C) in still air they would fall to earth.

(D) in moving air they fall at a speed of thirty-two miles per hour.

29. how much bigger drop than a cloud droplet?

(A) 200 times bigger

(B) 1000 times bigger

(D) 1000000 times bigger

30. in this passage, what does the term “ coalescence” refer to?

(A) the ghatering of small clouds to form larger clouds

(B) the growth of droplest

(D) the movement of dust particles in the sunlight

Questions 31-40

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife,one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fivteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrevied seven years later, he or she could enter a second – grade mathematics class without any serious problems of intellectual adjusment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-or, as the case might be, bumped into-concept that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from q short stout glass into a tall thin one. Psychologists have since demonstrated that young children asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments if mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers- the idea of oneness, a twoness, a threeness taht applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table- is itself from innate.

31. what does the passage mainly discuss?

(A) trends in teaching mathematics to children.

(B) the use of mathematics in child psychology

(C) the development mathematical ability in children

(D) the fundamental concepts of mathematic that children must learn.

32. it can be inferred from the passage that children normally learn simple counting?

(A) soon after they learn to talk

(B) by looking at the clock

(D) after they reach second grade in school.

33. the word “ illuminated “ in line 11 is closests in meaning to..

(A) illustrated

(B) accepted

(D) lighted

34. the author implies that most small children believe that the quantity of water changes when it is transfered to a container of a different..

(A) color

(B) quality

(D) shape

35. According to the passage , when small children were asked to count a pile of red and blue pencils they..

(A) counted the number of pencils of each color.

(B) guessed at the total number of pencils.

(D) subtracted the number of red pencil from the number of blue pencils.

36. the word “ they “ in line 17 refers to

(A) mathematicians

(B) children

(D) studies

37. the word “ prerequisite “ in line 19 is closest in meanin g to..

(A) reason

(B) theory

(C) requirement

(D) technique

38. the word “itself “ in line 20 refers to ..

(A) the total

(B) the concept abstract numbers

(D) setting a table

39. with which of the following statements would the author be LEAST likely to agree?

(A) children naturally and easily learn mathematics.

(B) children learn to add before they learn to subtract

(D) mathematical development is subtle and gradual.

40. where in the passage does the author give an example of a hypothetical experiment?

(A) lines 3-6

(B) lines 7-9

(D) lines 17-20

Questions 41-50

Botany, the study of plants,occupies a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but from what we can observe of preindustrial societies that still exists, a detailed learning of plants and their properties must be extremely ancient. This is logical. Plants are the basis of the food piramid for all living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools,dyes,medicines,shelter,and a great many other purpose. Tribes living today in the jungles of the Amazon recognize literally hundreds of plants and know many properties of each. To them botany,as such,has no name and is probably not even recognized as a special branch of “ knowledge” at all.

Unfortunately, the more industrialized we become the farther away we move from direct contact with plants, and the list distinct our knowledge of botany grows. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few people will file to recognize a rose,an apple,or an orchid. When our Neolithic ancestors, living in the Middle East about 10.000years ago, discovered that certain grasses couls be harvested and their seeds planted for richers yields the next season, the first great step in a new association of plants and humans was taken. Grains were discovered and from them flowed the marvel of agriculture : cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little their from many varieties that grew wild- and the acculumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wile would begin to fade away.

41. which of the following assumptions about early humans expressed in the passage?

(A) they probably had extensive knowledge of plants

(B) they divided knowledge into well-defined fields

(D) they placed great importance on ownership of property

42. the word “ peculiar” in line 1 is closest in meaning to ...

(A) clear

(B) large

(C) unusual

(D) important

43. what does the comment “ this is logical” in lines 5-6 mean?

(A) there is no clear way to determine the extent of our ancestors knowledge of plants

(B) it is not suprising that early humans had a detailed knowldege of plants

(C) it is reasonable to assume that our ancestors behaved very much like people in preindustrial societies

(D) human knowledge of plants is well organized and very detailed.

44. the phrase “properties of each” in line 10 refers to each..

(A) tribe

(B) hundred

(C) plant

(D) purpose

45. according to the passage,why has general knowledge of botany declined?

(A) people no lorger value plants as a useful resource

(B) botany is not recognized as a special branch of science

(D) direct contact with a variety of plants has decreased

46. in line 15, what is the author’s purpose in mentioning a rose,an apple,or an orchid”?

(A) to make the passage more poetic

(B) to cite examples of plants that are attractive

(C) to give botanical examples that most readers will recognize

(D) to illustrate the diversity of botanical life.

47. according to the passage, what was the first great step toward the practise of agriculture?

(A) the envention of agricultural implements and machinery

(B) the development of a system of names for plants

(C) the discovery of grasses that could be harvested and replanted

(D) the changing diets of early humans

48. the word “ controlled”in line 19 is closest in meaning to..

(A) abundant

(B) managed

(D) advanced

49. the relationship between botany and agriculture is similar to the relatiinship between zoology ( the study of animals) and...

(A) deer hunting

(B) bird watching

(C) sheep raising

(D) horseback riding

50. where in the passage does the author describe the benefits people derive from plants?

(A) line 1

(B) line 6-8

(D) line 13-15