Nokea
In the United States, where we have more land than people, it is not at all difficult for persons in good health to make money. In this comparatively new field there are so many avenues of success open, so many vocations which are not crowded, that any person of either sex who is willing, at least for the time being, to engage in any respectable occupation that offers, may find lucrative employment. Those who really desire to attain an independence, have only to set their minds upon it, and adopt the proper means, as they do in regard to any other object which they wish to accomplish, and the thing is easily done. But however easy it may be found to make money, I have no doubt many of my hearers will agree it is the most difficult thing in the world to keep it. The road to wealth is, as Dr. Franklin truly says, 'as plain as the road to the mill.' It consists simply in expending less than we earn; that seems to be a very simple problem. Mr. Micawber, one of those happy creations of the genial Dickens, puts the case in a strong light when he says that to have annual income of twenty pounds, per annum, and spend twenty pounds and sixpence, is to be the most miserable of men; whereas, to have an income of only twenty pounds, and spend but nineteen pounds and sixpence, is to be the happiest of mortals. Many of my hearers may say, 'we understand this; this is economy, and we know economy is wealth; we know we can't eat our cake and keep it also.' Yet I beg to say that perhaps more cases of failure arise from mistakes on this point than almost any other. The fact is, many people think they understand economy when they really do not.
This passage is most likely taken from a(n) _____.
- A. Self-help manual
- B. Autobiography
- C. Epistle
- D. Novel
Correct Answer: A
Rationale: The passage reads like a self-help manual as it offers advice and guidance on managing money and achieving financial independence. It provides practical tips on making and keeping money, emphasizing the importance of living within one's means. The content is focused on providing instruction rather than personal experiences (autobiography), formal letters (epistle), or fictional storytelling (novel).
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In the United States, the foreign language requirement for high school graduation is
decided at the state level. This means the requirement varies, with some states deciding to
forego a foreign language requirement altogether (www.ncssfl.org). It is necessary that these states reconsider their position and amend their requirements to reflect compulsory
completion of a course of one or more foreign languages. Studying a foreign language has
become increasingly important for the global economy. As technology continues to make
international business relations increasingly easy, people need to keep up by increasing
their communication capabilities. High school graduates with foreign language credits have
been shown to have an increased college acceptance rate. In addition, students who have
mastered more than one language typically find themselves in greater demand when they
reach the job market. Students who did not study a foreign language often find themselves
unable to obtain a job at all.
Which of the following would be a useful source of information to determine the validity of the argument presented in this passage?
- A. A survey of high school students' foreign language preferences
- B. A comparison of the correlation between learning a second language at home and subsequent job placement rates
- C. A survey that asks parents about the foreign language they want their children to study in high school
- D. A comparison of the correlation between high school students' study of a foreign language and subsequent college acceptance rates
Correct Answer: D
Rationale: Choice D is the correct answer as it can provide evidence to support the claim made in the passage that high school graduates who studied a foreign language are more likely to be accepted to college. This choice aligns with the argument presented in the passage, making it a useful source. Choices A and C focus on opinions rather than concrete evidence of the impact of studying a foreign language on future success. Choice B is not directly relevant as it talks about learning a second language at home, while the passage specifically discusses the importance of studying a foreign language in high school.
In the United States, where we have more land than people, it is not at all difficult for persons in good health to make money. In this comparatively new field there are so many avenues of success open, so many vocations which are not crowded, that any person of either sex who is willing, at least for the time being, to engage in any respectable occupation that offers, may find lucrative employment. Those who really desire to attain an independence, have only to set their minds upon it, and adopt the proper means, as they do in regard to any other object which they wish to accomplish, and the thing is easily done. But however easy it may be found to make money, I have no doubt many of my hearers will agree it is the most difficult thing in the world to keep it. The road to wealth is, as Dr. Franklin truly says, 'as plain as the road to the mill.' It consists simply in expending less than we earn; that seems to be a very simple problem. Mr. Micawber, one of those happy creations of the genial Dickens, puts the case in a strong light when he says that to have annual income of twenty pounds, per annum, and spend twenty pounds and sixpence, is to be the most miserable of men; whereas, to have an income of only twenty pounds, and spend but nineteen pounds and sixpence, is to be the happiest of mortals. Many of my hearers may say, 'we understand this; this is economy, and we know economy is wealth; we know we can't eat our cake and keep it also.' Yet I beg to say that perhaps more cases of failure arise from mistakes on this point than almost any other. The fact is, many people think they understand economy when they really do not.
What would this author's attitude likely be towards a person unable to find employment?
- A. Descriptive
- B. Conciliatory
- C. Ingenuous
- D. Incredulous
Correct Answer: D
Rationale: The author's likely attitude towards a person unable to find employment would be incredulous. The passage emphasizes the abundance of job opportunities in the United States and suggests that finding employment should not be difficult for those willing to work. The author believes that with the numerous avenues of success and available vocations, anyone who is willing to engage in a respectable occupation should be able to find lucrative employment. Therefore, the author would find it hard to believe or be skeptical towards someone who claims they cannot find a job.
Choice A, 'Descriptive,' is incorrect as the author's attitude is more judgmental than just describing a situation. Choice B, 'Conciliatory,' is incorrect as the author does not show any intention to reconcile or make peace with the situation of unemployment. Choice C, 'Ingenuous,' is incorrect as this term means innocent or naive, which does not align with the author's likely attitude of disbelief towards unemployment.
In the United States, the foreign language requirement for high school graduation is
decided at the state level. This means the requirement varies, with some states deciding to
forego a foreign language requirement altogether (www.ncssfl.org). It is necessary that these states reconsider their position and amend their requirements to reflect compulsory
completion of a course of one or more foreign languages. Studying a foreign language has
become increasingly important for the global economy. As technology continues to make
international business relations increasingly easy, people need to keep up by increasing
their communication capabilities. High school graduates with foreign language credits have
been shown to have an increased college acceptance rate. In addition, students who have
mastered more than one language typically find themselves in greater demand when they
reach the job market. Students who did not study a foreign language often find themselves
unable to obtain a job at all.
Which of the following would be the best concluding statement for this passage?
- A. States should consider the importance of foreign languages for the global economy when making policies regarding foreign language requirements for high school graduation.
- B. Policies for high school graduation should consider the significance of foreign languages for the global economy, college acceptance rates, and job opportunities.
- C. Influence of a second language on college acceptance rates warrants a foreign language class as a high school graduation requirement.
- D. The difficulty of obtaining a job in today's economy without knowledge of multiple languages should be considered when setting foreign language requirements for high school graduation.
Correct Answer: B
Rationale: Choice B provides the best concluding statement for this passage as it encapsulates the main argument and key supporting details presented in the extract. The passage emphasizes the importance of foreign languages for the global economy, the impact on college acceptance rates, and enhanced job opportunities for individuals proficient in more than one language. Choice B effectively summarizes these points, making it the most appropriate conclusion. Choices A, C, and D, while related to the main argument, only touch on one supporting detail each. Choice A focuses solely on the importance of foreign languages for the global economy, while choice C emphasizes the influence of a second language on college acceptance rates. Choice D highlights the difficulty of job acquisition without knowledge of multiple languages. These choices do not encompass the breadth of supporting details provided in the passage, making them less effective as concluding statements.
Dear Students:
The scores for the essay exam have been posted in the online course grade book. By now, many of you have probably seen your grade and are a little concerned, since this accounts for 70% of your final grade. (And if you're not concerned, you should be at least a bit!) At the beginning of the semester, I informed the class that I have a strict grading policy and that all scores will stand unquestioned. With each class comes a new challenge, however, and as any good instructor will tell you, sometimes the original plan has to change. As a result, I propose the following options for students to make up their score:
1. I will present the class with an extra credit project at the next course meeting. The extra credit project will be worth 150% of the point value of the essay exam that has just been completed. While I will not drop the essay exam score, I will give you more than enough of a chance to make up the difference and raise your overall score.
2. I will allow each student to develop his or her own extra credit project. This project may reflect the tenor of option number 1 (above) but will allow the student to create a project more in his or her own line of interest. Bear in mind, however, that this is more of a risk. The scoring for option number 2 will be more subjective, depending on whether or not I feel that the project is a successful alternative to the essay exam. If it is, the student will be awarded up to 150% of the point value of the essay exam.
3. I will provide the class with the option of developing a group project. Students may form groups of 3 to 4 and put together an extra credit project that reflects a stronger response to the questions in the essay exam. This extra credit project will also be worth 150% of the point value of the essay exam. Note that each student will receive an equal score for the project, so there is a risk in this as well. If you are part of a group in which you do most of the work, each member of the group will receive equal credit for it. The purpose of the group project is to allow students to work together and arrive at a stronger response than if each worked individually.
If you are interested in pursuing extra credit to make up for the essay exam, please choose one of the options above. No other extra credit opportunities will be provided for the course.
Good luck!
Dr. Edwards
What is the instructor's main purpose in writing this email to his students?
- A. To criticize students for their poor performance on the recent essay exam
- B. To motivate students to persevere despite setbacks
- C. To offer students a chance to improve their scores and avoid failing the course
- D. To acknowledge the difficulty of the essay exam for most students
Correct Answer: C
Rationale: The instructor's main purpose in writing the email is to provide students with opportunities to improve their scores and avoid failing the course. The email outlines different options for extra credit projects that can help students make up for the low scores they received on the essay exam. This shows that the instructor is focused on helping students succeed rather than criticizing them (choice A), motivating them (choice B), or acknowledging the difficulty of the exam (choice D).
The Dewey Decimal Classes: 000 Computer science, information, and general works; 100 Philosophy and psychology; 200 Religion; 300 Social sciences; 400 Languages; 500 Science and mathematics; 600 Technical and applied science; 700 Arts and recreation; 800 Literature; 900 History, geography, and biography.
During her research, Lise discovers that Freud's theory of the Oedipal complex was based on ancient Greek mythology that was made famous by Sophocles' play Oedipus Rex. To which section of the library should she go if she is interested in reading the play?
- A. 300
- B. 400
- C. 800
- D. 900
Correct Answer: C
Rationale: The correct answer is C: 800. Greek mythology and literature are typically found in section 800 of the library classification system, which includes works like Oedipus Rex by Sophocles. Choice A (300) pertains to social sciences, choice B (400) covers languages, and choice D (900) focuses on history, geography, and biography, making them incorrect for finding a play like Oedipus Rex.