Roboguru
SD
SMP
SMA
UTBK/SNBT

UTBK/SNBT Bahasa Inggris: Pertanyaan, Jawaban, Latihan Soal & Pembahasan

Urutkan

Septiangga S

02 Februari 2022 21:41

A study showed that a single artisanal coral reef fishery can produce over 30,000 meals per year. Its annual economic value is more than $78,000. Ocean and coastal ecosystems bring a range of benefits to people worldwide. They provide millions of people with food and livelihoods. Global and local stressors, however, threaten these services. To better understand the benefits from ocean environments, this study investigated how an artisanal fishery supports a community. This study uses a community-based approach to assess the factors affecting resource sustainability and food security in a small-scale coral reef fishery. The study found that the small-scale Kiholo Bay fishery provides communities with large-scale benefits. “This coral reef fishery generates diverse social, economic, and cultural values, which support the health and well-being of the Kiholo community,” said lead researcher Dr. Jack Kittinger, director of Conservation International’s Hawai’i program. “These benefits are likely common to coral reef fisheries across the globe, supporting key food security functions, cultural practices as well as local livelihoods.” The results of the study suggest that similar coral reef fisheries around the world provide the people who depend on them with the same types of benefits. The survey found that 58 percent of the caught seafood is kept for home consumption, 34 percent is given away and only 8 percent sold to commercial markets. “We found that the vast majority of the catch is kept for home consumption or given away as part of cultural practices, showing the important role that this bay plays in sustaining our community,” said Jenny Mitchell, a board member of Hui Aloha Kiholo. “When Kiholo thrives, so do we.” By surveying fishermen for an entire year, researchers were able to estimate that the fishery produced more than 7,300 pounds of seafood per year for the community of people. Nearly 60 percent of the catch is used for subsistence, contributing to community food security. Geographic analysis of community beneiciaries showed that 20 percent of seafood procured is used for sociocultural events that are important for social cohesion. What can be inferred from the passage? A. The study was conducted because coral reefs are threatened globally. B. Sociocultural practices have burdened the sustainability of coral reef fishery. C. The benefits local people get from the existing coral reefs are immense. D. Coral reef fishery helps local people maintain their social relationship.

10

1

Jawaban terverifikasi

Tamiwin T

02 Februari 2022 21:41

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching. Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ preservice preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features and possibilities of teaching learning processes based on ICT. This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net Generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning. Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their J attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools. Which paragraphs of the passage illustrate the ideal ICT teacher education programs most effectively? A. 1 B. 2 C. 3 D. 4

1

1

Jawaban terverifikasi

Nafis N

02 Februari 2022 21:41

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching. Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ preservice preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features and possibilities of teaching learning processes based on ICT. This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net Generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning. Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their J attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools. The assumption the author has about teacher education programs is that ….. A. the programs have introduced a reasonable knowledge of how to use ICT B. the programs have found out what ICT skills and knowledge the teachers need C. the programs have given materials related to the pre-service teachers’ perceptions of ICT D. the programs were still designed in reference to traditional educational technology and settings

1

1

Jawaban terverifikasi

Winafajria W

02 Februari 2022 21:41

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching. Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ preservice preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features and possibilities of teaching learning processes based on ICT. This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net Generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning. Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their J attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools. The author’s idea of the relationship between the use of ICT and learning outcome is analogous with …. A. vitamin – health B. speed – aeroplane C. harvest – irrigation D. cellphone – crime

1

1

Jawaban terverifikasi

Septiangga S

02 Februari 2022 21:41

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching. Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ preservice preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features and possibilities of teaching learning processes based on ICT. This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net Generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning. Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their J attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools. With the statement ‘One of the current issues about the use of ICT is how it is integrated into the curriculum.’ in line 8, the author intends to …. A. emphasize the need for teachers with good literacy in technology B. explore the reasons for including ICT in the curriculum document C. explain the curriculum documents for ICT introduction in education D. argue that current teachers already have good knowledge of using ICT

1

1

Jawaban terverifikasi

Tamiwin T

02 Februari 2022 21:41

When mothers eat three sizeable servings of fish each week during pregnancy, it may benefit children’s brains for years to come, according to a large study in Spain. Researchers followed nearly 2,000 mother-child pairs from the first trimester of pregnancy through the child’s fifth birthday and found improved brain functions in the kids whose mothers ate the most fish while pregnant, compared to children of mothers who ate the least. Even when women ate averaged 600 grams, or 21 ounces, of fish weekly during pregnancy, there was no sign that mercury or other pollutants associated with fish were having a negative effect that offset the apparent benefits. “Seafood is known to be an important source of essential nutrients for brain development, but at the same time accumulates mercury from the environment, which is known to be neurotoxic,” lead author Jordi Julvez, of the Center for Research in 10 Environmental Epidemiology in Barcelona, said in an email. In an attempt to balance the potential harms of such pollutants with the general health benefits of fish, the U.S. Food and Drug Administration’s 2014 guidelines encourage pregnant women to eat fish, but no more than 12 ounces per week. The European Food Safety Authority recently issued a scientific opinion endorsing 150 g to 600 g of fish weekly during pregnancy, Julvez and colleagues note in the American Journal of Epidemiology. But, the study team writes, the effects of maternal 15 fish consumption during development are still not well understood and more research could help give pregnant women clearer guidance. The researchers analyzed data from the Spanish Childhood and Environment Project, a large population study that recruited women in their first trimester of pregnancy, in four provinces of Spain, between 2004 and 2008. On average, the women had consumed 500 g, or three servings, of seafood per week while pregnant. But with every additional 10 g per week above that amount, children’s test scores improved. The link between higher maternal consumption and better brain development in children was especially apparent when kids were five. How much fish does a pregnant mother need to consume per week to have her child test score improve in the future? A. Around 150 g B. Exactly 500 g C. Exactly 510 g D. Around 600 g

45

1

Jawaban terverifikasi

Nafis N

02 Februari 2022 21:41

When mothers eat three sizeable servings of fish each week during pregnancy, it may benefit children’s brains for years to come, according to a large study in Spain. Researchers followed nearly 2,000 mother-child pairs from the first trimester of pregnancy through the child’s fifth birthday and found improved brain functions in the kids whose mothers ate the most fish while pregnant, compared to children of mothers who ate the least. Even when women ate averaged 600 grams, or 21 ounces, of fish weekly during pregnancy, there was no sign that mercury or other pollutants associated with fish were having a negative effect that offset the apparent benefits. “Seafood is known to be an important source of essential nutrients for brain development, but at the same time accumulates mercury from the environment, which is known to be neurotoxic,” lead author Jordi Julvez, of the Center for Research in 10 Environmental Epidemiology in Barcelona, said in an email. In an attempt to balance the potential harms of such pollutants with the general health benefits of fish, the U.S. Food and Drug Administration’s 2014 guidelines encourage pregnant women to eat fish, but no more than 12 ounces per week. The European Food Safety Authority recently issued a scientific opinion endorsing 150 g to 600 g of fish weekly during pregnancy, Julvez and colleagues note in the American Journal of Epidemiology. But, the study team writes, the effects of maternal 15 fish consumption during development are still not well understood and more research could help give pregnant women clearer guidance. The researchers analyzed data from the Spanish Childhood and Environment Project, a large population study that recruited women in their first trimester of pregnancy, in four provinces of Spain, between 2004 and 2008. On average, the women had consumed 500 g, or three servings, of seafood per week while pregnant. But with every additional 10 g per week above that amount, children’s test scores improved. The link between higher maternal consumption and better brain development in children was especially apparent when kids were five. The word endorsing in line 16 in the passage means …. A. quantifying B. calculating C. balancing D. increasing

1

1

Jawaban terverifikasi

Winafajria W

02 Februari 2022 21:41

When mothers eat three sizeable servings of fish each week during pregnancy, it may benefit children’s brains for years to come, according to a large study in Spain. Researchers followed nearly 2,000 mother-child pairs from the first trimester of pregnancy through the child’s fifth birthday and found improved brain functions in the kids whose mothers ate the most fish while pregnant, compared to children of mothers who ate the least. Even when women ate averaged 600 grams, or 21 ounces, of fish weekly during pregnancy, there was no sign that mercury or other pollutants associated with fish were having a negative effect that offset the apparent benefits. “Seafood is known to be an important source of essential nutrients for brain development, but at the same time accumulates mercury from the environment, which is known to be neurotoxic,” lead author Jordi Julvez, of the Center for Research in 10 Environmental Epidemiology in Barcelona, said in an email. In an attempt to balance the potential harms of such pollutants with the general health benefits of fish, the U.S. Food and Drug Administration’s 2014 guidelines encourage pregnant women to eat fish, but no more than 12 ounces per week. The European Food Safety Authority recently issued a scientific opinion endorsing 150 g to 600 g of fish weekly during pregnancy, Julvez and colleagues note in the American Journal of Epidemiology. But, the study team writes, the effects of maternal 15 fish consumption during development are still not well understood and more research could help give pregnant women clearer guidance. The researchers analyzed data from the Spanish Childhood and Environment Project, a large population study that recruited women in their first trimester of pregnancy, in four provinces of Spain, between 2004 and 2008. On average, the women had consumed 500 g, or three servings, of seafood per week while pregnant. But with every additional 10 g per week above that amount, children’s test scores improved. The link between higher maternal consumption and better brain development in children was especially apparent when kids were five. What is the topic of the passage? A. Research on fish consumption by pregnant women. B. Effects of consuming fish on children’s development. C. Effects of pregnant mothers consuming fish on their children’s brains. D. A comparison between brain development and fish consumption.

7

1

Jawaban terverifikasi

Septiangga S

02 Februari 2022 21:41

Different forms of energy sources have helped us in many ways from running our vehicles to cooking at home or generating electricity. There are two types of energy sources – renewable and non-renewable energy resources. The former is where the energy resources do not get depleted and they can be used repeatedly whereas non-renewable energy resources cannot be used again and again. We cannot even imagine a life without the existence of fossil fuels like crude oil; coal and natural gas. But, usage of these energy resources creates lot of problems. Global warming, increase in prices of fossil fuels, and the threat of peak oil are major concerns around the globe but what steps are we talking to overcome all these issues? If we stop consuming fossil fuels, we can stop global warming and save non-renewable energy resources for our future generations to deploy. But, at the same time we need to seek an alternative to meet our requirements. We come across these topics on television, internet, and magazines and there is a lot of debate going on with regards to these topics. Is it possible for us to overcome this crisis? Only alternative energy solutions can help us as well as our environment to some extent. Industries that deal with alternative energy solutions like solar and wind power thrive hard to save our environment. Even though modern technologies are being implemented to extract crude oil from places, which were not reachable earlier, it is still not possible to meet the growing demand. The demand for fossil fuels is increasing due to the rapid increase in population growth. Alternative energy solutions have lot of beneits when compared to non-renewable energy resources. Industries have started investing their time and money in researching as well as setting up power plants. Certain home users hesitate to go for alternative energy solutions as initial investment needs to be made. However, once the equipment is installed, there will be no maintenance costs or other repetitive costs. Apart from the set up cost, energy from the sun and the wind will always be free in any part of the country and there is no need for being dependent upon other countries. On the other hand, the prices of renewable energy resources keep increasing and certain countries have to be dependent upon major oil producing countries. Home users who consume alternative energy resources can cut down on their electricity bills. Every system has its own pros and cons but the best and wise thing to do is weigh the options that are available and choose the energy resource that offers long-term benefits. When it comes to alternative energy solutions, setting up solar plants and building windmills is a huge and complicated process but once they are set up, they offer endless benefits. In case of fossil fuels, oil companies need to locate the proven reserves, dig oil wells, extract oil, and convert into a more usable form so that it can reach the end consumer. Based on the passage, it can be hypothesized that we cannot stop global warming and save non-renewable energy resources for our future generations if …. A. the prices of renewable energy resources are decreasing B. we keep using fossil-based energy at the present rate C. alternative energy is out of industrial solutions D. present life-styles shift from alternative energy

1

1

Jawaban terverifikasi

Tamiwin T

02 Februari 2022 21:41

Different forms of energy sources have helped us in many ways from running our vehicles to cooking at home or generating electricity. There are two types of energy sources – renewable and non-renewable energy resources. The former is where the energy resources do not get depleted and they can be used repeatedly whereas non-renewable energy resources cannot be used again and again. We cannot even imagine a life without the existence of fossil fuels like crude oil; coal and natural gas. But, usage of these energy resources creates lot of problems. Global warming, increase in prices of fossil fuels, and the threat of peak oil are major concerns around the globe but what steps are we talking to overcome all these issues? If we stop consuming fossil fuels, we can stop global warming and save non-renewable energy resources for our future generations to deploy. But, at the same time we need to seek an alternative to meet our requirements. We come across these topics on television, internet, and magazines and there is a lot of debate going on with regards to these topics. Is it possible for us to overcome this crisis? Only alternative energy solutions can help us as well as our environment to some extent. Industries that deal with alternative energy solutions like solar and wind power thrive hard to save our environment. Even though modern technologies are being implemented to extract crude oil from places, which were not reachable earlier, it is still not possible to meet the growing demand. The demand for fossil fuels is increasing due to the rapid increase in population growth. Alternative energy solutions have lot of beneits when compared to non-renewable energy resources. Industries have started investing their time and money in researching as well as setting up power plants. Certain home users hesitate to go for alternative energy solutions as initial investment needs to be made. However, once the equipment is installed, there will be no maintenance costs or other repetitive costs. Apart from the set up cost, energy from the sun and the wind will always be free in any part of the country and there is no need for being dependent upon other countries. On the other hand, the prices of renewable energy resources keep increasing and certain countries have to be dependent upon major oil producing countries. Home users who consume alternative energy resources can cut down on their electricity bills. Every system has its own pros and cons but the best and wise thing to do is weigh the options that are available and choose the energy resource that offers long-term benefits. When it comes to alternative energy solutions, setting up solar plants and building windmills is a huge and complicated process but once they are set up, they offer endless benefits. In case of fossil fuels, oil companies need to locate the proven reserves, dig oil wells, extract oil, and convert into a more usable form so that it can reach the end consumer. The ideas in the passage may be best summarized that …. A. the government must support attempts for new energy installation B. solar and wind sources are examples of alternative energy solutions C. setting up solar plants and building windmills is a complicated process D. alternative energy solutions can keep our environment clean and green

1

1

Jawaban terverifikasi
1565758
Ruangguru

RUANGGURU HQ

Jl. Dr. Saharjo No.161, Manggarai Selatan, Tebet, Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12860

Coba GRATIS Aplikasi Roboguru

Download di Google Play

Coba GRATIS Aplikasi Ruangguru

Download di Google PlayDownload di AppstoreDownload di App Gallery

Produk Ruangguru

Produk Lainnya

Bantuan & Panduan

Hubungi Kami

Ruangguru WhatsApp

+62 815-7441-0000

Email info@ruangguru.com

[email protected]

Contact 02130930000

02130930000

Ikuti Kami

©2026 Ruangguru. All Rights Reserved PT. Ruang Raya Indonesia