Reading TEAS Practice Test

Reading TEAS Practice Test Related

Review Reading TEAS Practice Test related questions and content

Passage I
Lethal force, or deadly force, is defined as the physical means to cause death or serious harm to another individual. The law holds that lethal force is only accepted when you or another person are in immediate and unavoidable danger of death or severe bodily harm. For example, a person could be beating a weaker person in such a way that they are suffering severe enough trauma that could result in death or serious harm. This would be an instance where lethal force would be acceptable and possibly the only way to save that person from irrevocable damage.
Another example of when to use lethal force would be when someone enters your home with a deadly weapon. The intruder's presence and possession of the weapon indicate mal-intent and the ability to inflict death or severe injury to you and your loved ones. Again, lethal force can be used in this situation. Lethal force can also be applied to prevent the harm of another individual. If a woman is being brutally assaulted and is unable to fend off an attacker, lethal force can be used to defend her as a last-ditch effort. If she is in immediate jeopardy of rape, harm, and/or death, lethal force could be the only response that could effectively deter the assailant.
The key to understanding the concept of lethal force is the term last resort. Deadly force cannot be taken back; it should be used only to prevent severe harm or death. The law does distinguish whether the means of one's self-defense is fully warranted, or if the individual goes out of control in the process. If you continually attack the assailant after they are rendered incapacitated, this would be causing unnecessary harm, and the law can bring charges against you. Likewise, if you kill an attacker unnecessarily after defending yourself, you can be charged with murder. This would move lethal force beyond necessary defense, making it no longer a last resort but rather a use of excessive force.
Passage II
Assault is the unlawful attempt of one person to apply apprehension on another individual by an imminent threat or by initiating offensive contact. Assaults can vary, encompassing physical strikes, threatening body language, and even provocative language. In the case of the latter, even if a hand has not been laid, it is still considered an assault because of its threatening nature.
Let's look at an example: A homeowner is angered because his neighbor blows fallen leaves into his freshly mowed lawn. Irate, the homeowner gestures a fist to his fellow neighbor and threatens to bash his head in for littering on his lawn. The homeowner's physical motions and verbal threat heralds a physical threat against the other neighbor. These factors classify the homeowner's reaction as an assault. If the angry neighbor hits the threatening homeowner in retaliation, that would constitute an assault as well because he physically hit the homeowner.
Assault also centers on the involvement of weapons in a conflict. If someone fires a gun at another person, it could be interpreted as an assault unless the shooter acted in self-defense. If an individual drew a gun or a knife on someone with the intent to harm them, it would be considered assault. However, it's also considered an assault if someone simply aimed a weapon, loaded or not, at another person in a threatening manner.

Which of the following best describes the way the passages are structured?

  • A. Both passages open by defining a legal concept and then continue to describe situations in order to further explain the concept.
  • B. Both passages begin with situations, introduce accepted definitions, and then cite legal ramifications.
  • C. The first passage presents a long definition while the second passage begins by showing an example of assault.
  • D. Both cite specific legal doctrines, then proceed to explain the rulings.
Correct Answer: A

Rationale: The passages are structured in a way where both begin by defining a legal concept (assault and battery) and then provide further explanations and examples to help clarify and elaborate on the concepts. Both passages open with a clear definition and then proceed to discuss the concept in various situations. Choice A is correct because it accurately captures the structure of the passages. Choice B is incorrect because the passages do not introduce accepted definitions after presenting situations; they define the legal concepts first. Choice C is incorrect because the first passage does not present a long definition, it begins by defining lethal force and then provides examples. Choice D is incorrect because while the passages explain legal concepts, they do not specifically cite legal doctrines or explain rulings.

You may also like to solve these questions

How are Hypotheses Confirmed? Most scientists agree that while the scientific method is an invaluable methodological tool, it is not a failsafe method for arriving at object ruth. It is a debatable, for example, whether a hypothesis can actually be confirmed by experience. When a hypothesis is of the form "All x and y," it is commonly believed that a piece of evidence that is both x and y confirms the hypothesis. For example, for the hypothesis "All monkeys are hairy," a particular monkey that is hairy is thought to be a confirming piece of evidence for the hypothesis. A problem arises when one encounters evidence that disproves a hypothesis: while no scientist would argue that one piece of evidence proves a hypothesis, it is possible for one piece of evidence to disprove a hypothesis. To return to the monkey example, one hairless monkey out of one billion hairy monkeys disproves the hypothesis "All monkeys are hairy." Single pieces of evidence then, seem to affect to given hypothesis in radically different ways. For this reason, the confirmation of hypotheses is better described as probabilistic. Hypotheses that can only be proven or disproven based on evidence need to be based on probability because sample sets for such hypotheses are too large. Int eh monkey example, every single monkey in the history of monkeys would need to be examined before the hypothesis could be proven or disproven. By making confirmation a function of probability, one may make provisional or working conclusions the tallow for the possibility of given hypothesis being disconfirmed in the future. Int he monkey case, then, encountering a hairy monkey would slighting rise the probability that "all monkeys are hairy," while encountering a hairless monkey would slightly decrease the probability that "all monkeys are hairy." This method of confirming hypotheses is both counterintuitive and controversial, but it allows for evidence to equitably affect hypotheses and it does not require infinite sample sets for confirmation or disconfirmation.

Which of the following is true of hypotheses of the form 'All x and y'?

  • A. Something that is neither x nor y disproves the hypothesis.
  • B. Something that is both x and y disproves the hypothesis.
  • C. Something that is x but not y disproves the hypothesis.
  • D. Something that is y but not x disproves the hypothesis.
Correct Answer: C

Rationale: The correct answer is C. According to the passage, when encountering evidence that disproves a hypothesis of the form 'All x and y,' something that is x but not y can disprove the hypothesis. Using the example provided in the passage, a monkey (x) that has no hair (not y) would disprove the hypothesis 'All monkeys are hairy.' Choice A is incorrect because something that is neither x nor y is not specifically mentioned in the passage to disprove such hypotheses. Choice B is incorrect because the passage states that something that is both x and y confirms the hypothesis, not disproves it. Choice D is incorrect as the passage does not discuss something that is y but not x disproving the hypothesis; it focuses on x but not y as evidence to disprove the hypothesis.

The Dewey Decimal System is a library classification system: 000 Computer science, 100 Philosophy and psychology, 200 Religion, 300 Social sciences, 400 Languages, 500 Science, 600 Technical science, 700 Arts, 800 Literature, 900 History.

While researching Chomsky's many theories and arguments, Teddy became interested in post-World War II anarchism. Which section of the library is the most likely to contain the relevant books?

  • A. 000
  • B. 200
  • C. 300
  • D. 900
Correct Answer: C

Rationale: Since anarchism is a social science theory, it falls under the classification of social sciences in the Dewey Decimal System. Section 300 covers social sciences, making it the most suitable section for finding books related to post-World War II anarchism. Choice A (000 - Computer science), Choice B (200 - Religion), and Choice D (900 - History) are incorrect because they do not directly relate to social sciences where anarchism would be classified.

Thomas and his sister are planning to see a new science fiction film, but they have to work around their schedules. Both are free for a showing before 6 p.m. or after 10 p.m. Here are the current show times for cinemas in their area: - Twin Theatres: 6:15 p.m. 7:20 p.m., and 8:40 p.m. - Reveler Cinema: 5:45 p.m. and 7:15 p.m. - Big Screen 14: 6:00 p.m., 6:45 p.m., 9:10 p.m., and 10:05 p.m. - Best Seat in The House: 8:20 p.m., 9:55 p.m., and 11:25 p.m.

Which of these cinemas does not have a suitable option for Thomas and his sister?

  • A. Twin Theatres
  • B. Reveler Cinema
  • C. Big Screen 14
  • D. Best Seat in The House
Correct Answer: A

Rationale: Only Twin Theatres does not offer a showing before 6 p.m. or after 10 p.m., which are the only times Thomas and his sister are available. The other cinemas - Reveler Cinema, Big Screen 14, and Best Seat in The House - have showings that fall within their available time slots, making them viable options for Thomas and his sister. Therefore, Twin Theatres is the correct answer. Reveler Cinema has showings at 5:45 p.m. and 7:15 p.m., Big Screen 14 has showings at 6:00 p.m., 6:45 p.m., 9:10 p.m., and 10:05 p.m., and Best Seat in The House has showings at 8:20 p.m., 9:55 p.m., and 11:25 p.m.

They were known as "The Five": a group of Russian musicians who eschewed rigidly formal classical training and set out on their own to give a new artistic sound to classical music in Russia. Mily Balakirev and Cesar Cui are considered the founders of the movement, but the three who later joined them have become far more famous and respected outside, and perhaps even inside, of Russia. Modest Mussorgsky, with his passion for themes of Russian folklore and nationalism, is remembered for the pain piece Pictures and an Exhibition, as well as for the passionate opera Boris Godunov. Nikolai Rimsky-Korsakov, who spend his early years as a naval officer, had a penchant for infusing his works with the sounds of the seas. But, he might be best remembered for the hauntingly beautiful symphonic suite Scheherazade. Alexander Borodin balanced a career as a skilled and highly respected chemist with his interest in classical music. he produced a number of symphonies, as well as the opera Prince Igor. Despite their lack of formal training and their unorthodox approach to producing classical music, The Five had an influence that reached far beyond their time. Composers such as Alexander Glazunov, Sergei Prokofiev, and Igor Stravinsky studied under Rimsky-Korsakov. Additionally, the mid-twentieth century composer Dmitri Shostakovich studied under Glazunov, creating a legacy of musical understanding that persisted well beyond the era of The Five

Based on the information in the passage, which of the composers among The Five would the author likely agree was the most influential?

  • A. Alexander Glazunov
  • B. Modest Mussorgsky
  • C. Nikolai Rimsky-Korsakov
  • D. Cesar Cui
Correct Answer: C

Rationale: The correct answer is C: Nikolai Rimsky-Korsakov. The passage highlights Rimsky-Korsakov's significant influence by mentioning that composers such as Alexander Glazunov, Sergei Prokofiev, and Igor Stravinsky studied under him. This demonstrates that Rimsky-Korsakov had a lasting impact on the development of these renowned composers. Choice A, Alexander Glazunov, is incorrect because the passage states that Glazunov studied under Rimsky-Korsakov, indicating he was influenced by him rather than being the most influential among The Five. Choice B, Modest Mussorgsky, is incorrect as the passage mainly focuses on his works and contributions but does not mention his influence on other composers. Choice D, Cesar Cui, is incorrect as he is considered one of the founders of the movement but is not highlighted for influencing other significant composers as Rimsky-Korsakov is. Therefore, based on the information provided, the author would likely agree that Nikolai Rimsky-Korsakov was the most influential among The Five.

Which of the following statements most closely correlates with the definition of the term working man?

  • A. A working man is not someone who works for institutions or corporations, but someone who is well-versed in the workings of the soul.
  • B. A working man is someone who is probably not involved in social activities because the physical demand for work is too high.
  • C. A working man is someone who works for wages among the middle class.
  • D. The working man has historically taken to the field, to the factory, and now to the screen.
Correct Answer: D

Rationale: Option D provides a succinct summary of the historical shifts in the type of work commonly associated with the 'working man.' It references how the working man has transitioned from agricultural fields to factories and eventually to modern society's dependence on technology, represented by the 'screen.' This progression highlights the evolution of labor and the changing landscape of work over time. Choices A, B, and C do not accurately capture the essence of a working man's historical journey through various types of labor and the societal changes that have influenced it.

Copyright © 2025 Nokea. All rights reserved.