Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized for You
we will pick new questions that match your level based on your Timer History
Track Your Progress
every week, we’ll send you an estimated GMAT score based on your performance
Practice Pays
we will pick new questions that match your level based on your Timer History
Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.
Thank you for using the timer!
We noticed you are actually not timing your practice. Click the START button first next time you use the timer.
There are many benefits to timing your practice, including:
Struggling with Table analysis questions on GMAT Data Insights? You're not alone! With typical accuracy rates hovering around 45% and average solving time of 3.25 minutes per question, Table analysis can be a real challenge.
We present a collection of 30 GMAT Focus practice questions covering Problem Solving, Data Sufficiency, Data Insights, and Critical Reasoning. Take this GMAT practice quiz live with peers, analyze your GMAT study progress, and more.
Sayali narrates her experience of succeeding on the GMAT after 4 attempts & 2 years of preparations. Sayali achieved 99 percentile score on GMAT Focus edition after significantly improving her performance in verbal section of the GMAT
After just 3 months of studying with the TTP GMAT Focus course, Conner scored an incredible 755 (Q89/V90/DI83) on the GMAT Focus. In this live interview, he shares how he achieved his outstanding 755 (100%) GMAT Focus score on test day.
In this conversation with Ankit Mehra, IESE MBA and CEO & Co-Founder, of GyanDhan, we will discuss how prospective MBA students can finance their MBA education with education loans and scholarships.
What do András from Hungary, Pablo from Mexico, Conner from the United States, Giorgio from Italy, Leo from Germany, and Rishab from India have in common? They all earned top scores on the GMAT Focus Edition using the Target Test Prep course!
Join us for an exclusive one-day event focused on mastering the GMAT and maximizing your preparation resources! Here's what you can expect: Don't miss out on this invaluable opportunity to supercharge your GMAT preparation journey.
No topic exists. Colonial historian David Allen's intensive
[#permalink]
Updated on: 02 Sep 2011, 03:58
1
Bookmarks
No topic exists.
Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. Allen suggests that much more coherence and direct continuity existed between English and colonial agricultural practices and administrative organization than other historians have suggested. However, he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country."
Such an assertion ignores critical differences between seventeenth-century England and New England. First, England was overcrowded and land-hungry; New England was sparsely populated and labor-hungry. Second, England suffered the normal European rate of mortality; New England, especially in the first generation of English colonists, was virtually free from infectious diseases. Third, England had an all-embracing state church; in New England membership in a church was restricted to the elect. Fourth, a high proportion of English villagers lived under paternalistic resident squires; no such class existed in New England. By narrowing his focus to village institutions and ignoring these critical differences, which studies by Greven, Demos, and Lockridge have shown to be so important, Allen has created a somewhat distorted picture of reality.
Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. What conclusion can be drawn, for example, from Allen's discovery that Puritan clergy who had come to the colonies from East Anglia were one-third to one-half as likely to return to England by 1660 as were Puritan ministers from western and northern England? We are not told in what way, if at all, this discovery illuminates historical understanding. Studies of local history have enormously expanded our horizons, but it is a mistake for their authors to conclude that village institutions are all that mattered, simply because their functions are all that the records of village institutions reveal.
Q:The passage suggests that Professor Clive Holmes would most likely agree with which of the following statements?
A) An understanding of seventeenth-century English local institutions requires a consideration of national issues. B) The "country community" school of seventeenth-century English history distorts historical evidence in order to establish continuity between old and new institutions. C) Most historians distort reality by focusing on national concerns to the exclusion of local concerns. D) National issues are best understood from the perspective of those at the local level. E) Local histories of seventeenth-century English villages have contributed little to the understanding of village life.
Q: It can be inferred from the passage that the author of the passage consider Allen's theory(see highlighted text) to be
A) already known to early historians B) based on logical fallacy C) improbable but nevertheless convincing D) an unexplained, isolated fact E) a new, insightful explanation.
Still interested in this question? Check out the "Best Topics" block below for a better discussion on this exact question, as well as several more related questions.
Thank you for understanding, and happy exploring!
Originally posted by czarczar on 01 Sep 2011, 14:42.
Last edited by czarczar on 02 Sep 2011, 03:58, edited 1 time in total.
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
21 Sep 2011, 00:01
1
Kudos
Q1 : Since Professor Clive Holmes exposed that Allens work is a distorted picture or rahter and entreme example of Country community with his idea that National issues should be considered to study the history could be the correct answer.. SO A is correct
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
21 Sep 2011, 00:09
1
Kudos
Q2 > clearly it can be understood that the picture given Allen is not correct because he missed the logic that National issues should be considered to asserted his study.
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
02 Sep 2011, 02:53
czarczar wrote:
No topic exists.
Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. Allen suggests that much more coherence and direct continuity existed between English and colonial agricultural practices and administrative organization than other historians have suggested. However, he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country."
Such an assertion ignores critical differences between seventeenth-century England and New England. First, England was overcrowded and land-hungry; New England was sparsely populated and labor-hungry. Second, England suffered the normal European rate of mortality; New England, especially in the first generation of English colonists, was virtually free from infectious diseases. Third, England had an all-embracing state church; in New England membership in a church was restricted to the elect. Fourth, a high proportion of English villagers lived under paternalistic resident squires; no such class existed in New England. By narrowing his focus to village institutions and ignoring these critical differences, which studies by Greven, Demos, and Lockridge have shown to be so important, Allen has created a somewhat distorted picture of reality.
Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. What conclusion can be drawn, for example, from Allen's discovery that Puritan clergy who had come to the colonies from East Anglia were one-third to one-half as likely to return to England by 1660 as were Puritan ministers from western and northern England? We are not told in what way, if at all, this discovery illuminates historical understanding. Studies of local history have enormously expanded our horizons, but it is a mistake for their authors to conclude that village institutions are all that mattered, simply because their functions are all that the records of village institutions reveal.
Q:The passage suggests that Professor Clive Holmes would most likely agree with which of the following statements?
A) An understanding of seventeenth-century English local institutions requires a consideration of national issues. B) The "country community" school of seventeenth-century English history distorts historical evidence in order to establish continuity between old and new institutions. C) Most historians distort reality by focusing on national concerns to the exclusion of local concerns. D) National issues are best understood from the perspective of those at the local level. E) Local histories of seventeenth-century English villages have contributed little to the understanding of village life.
Q: It can be inferred from the passage that the author of the passage consider Allen's theory(see highlighted text) to be
A) already known to early historians B) based on logical fallacy This can be inferred from last sentence of last para "it is a mistake for their authors to conclude that ...." C) improbable but nevertheless convincing D) an unexplained, isolated fact E) a new, insightful explanation.
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
13 May 2013, 12:08
Can someone explain what below statements conveys,i dint understood and hence mistaken answer,sometimes author wording for a passage is so dense,i just keep re-reading same line 4-5 times and still dint get right answer
"Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes"
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
05 Mar 2014, 15:40
gjayachandra wrote:
Q2 > clearly it can be understood that the picture given Allen is not correct because he missed the logic that National issues should be considered to asserted his study.
so B is the answer
Hi I'm new to Gmatclub so I'm not sure if the explanation to this question is already addressed elsewhere...but for question 2 I had also thought the answer was B but it is incorrect. Why is the answer D? Can anyone please explain?
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
08 Sep 2014, 11:28
2 More questions. Anyone knows the answers?
17. According to the passage, which of the following was true of most villages in seventeenth-century England? (A) The resident squire had significant authority. (B) Church members were selected on the basis of their social status within the community. (C) Low population density restricted agricultural and economic growth. (D) There was little diversity in local institutions from one region to another. (E) National events had little impact on local customs and administrative organization.
20. The author of the passage is primarily concerned with (A) substantiating a claim about a historical event (B) reconciling two opposing ideas about a historical era (C) disputing evidence a scholar uses to substantiate a claim about a historical event (D) analyzing two approaches to scholarly research and evaluating their methodologies (E) criticizing a particular study and the approach to historical scholarship it represents
--== Message from the GMAT Club Team ==--
THERE IS LIKELY A BETTER DISCUSSION OF THIS EXACT QUESTION. This discussion does not meet community quality standards. It has been retired.
If you would like to discuss this question please re-post it in the respective forum. Thank you!
To review the GMAT Club's Forums Posting Guidelines, please follow these links: Quantitative | Verbal Please note - we may remove posts that do not follow our posting guidelines. Thank you.
Re: No topic exists. Colonial historian David Allen's intensive
[#permalink]
21 Apr 2022, 23:48
Hello from the GMAT Club VerbalBot!
Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).
Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
Archived Topic
Hi there,
This topic has been closed and archived due to inactivity or violation of community quality standards. No more replies are possible here.
Still interested in this question? Check out the "Best Topics" block above for a better discussion on this exact question, as well as several more related questions.
Thank you for understanding, and happy exploring!
gmatclubot
Re: No topic exists. Colonial historian David Allen's intensive [#permalink]