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Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsIt can be inferred from the passage that social workers, employers, and politicians concern themselves with the study of learning because they need to ______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsAccording to the passage, the study of learning is important in many fields due to ______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsWhich of the following can be inferred about the learning process from the passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsGetting married, raising children, and finding and keeping a job are mentioned in paragraph 2 as examples of ______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsAccording to the passage, what are children NOT usually taught outside the classroom?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsAccording to the passage, which of the following is learning in broad view comprised of?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsWhich of the following statements is NOT true according to the passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50. Learning means acquiring knowledge or developing the ability to perform new behaviors. It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. Even before they enter school, young children learn to walk, to talk, and to use their hands to manipulate toys, food, and other objects. They use all of their senses to learn about the sights, sounds, tastes, and smells in their environments. They learn how to interact with their parents, siblings, friends, and other people important to their world. When they enter school, children learn basic academic subjects such as reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for interacting with other children. After they finish school, people must learn to adapt to the many major changes that affect their lives, such as getting married, raising children, and finding and keeping a job. Because learning continues throughout our lives and affects almost everything we do, the study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers. Learning is closely related to memory, which is the storage of information in the brain. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person’s experiences. There are many forms of learning, ranging from simple to complex. Simple forms of learning involve a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an association between a behavior and its consequences (reward or punishment). People and animals can also learn by observation - that is, by watching others perform behaviors. More complex forms of learning include learning languages, concepts, and motor skillsThe passage mainly discusses ______.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.Which of the following statements about primary cooperation is supported by information in the passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsWhich of the following can be inferred from the theory of periodic extinction mentioned in paragraph 3?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsWhy is “plankton” mentioned in line 14?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDEInformation technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected..Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.The word “concentrations” in the passage is closest in meaning to
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsThe word “demise” is closest in meaning to
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsWhat does the author say in paragraph 1 regarding most species in Earth’s history?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsThe word “ultimately” in line 6 is closest in meaning to
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsThe word “it” in line 2 refers to
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.Which of the following is NOT given as a name for the third type of cooperation?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species’ death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food Resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species. The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time – a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago. When approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction. One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth’s orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species’ survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random eventsIn paragraph 3, the author makes which of the following statements about a species’ survival?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.Which of the following is an example of the third form of cooperation as it is defined in the fourth paragraph?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.Question 45. Which of the following statements about primary cooperation is supported by information in the passage?A. It is an ideal that can never be achievedB. It was confined to prehistoric timesC. It is usually the first stage of cooperation achieved by a group of individuals attempting to cooperateD. It is most commonly seen among people who have not yet developed reading and writing skillsAccording to the passage, why do people join groups that practice secondary cooperation?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.The word fragile in paragraph 4 is closest in meaning to
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.Which of the following best describes the overall organization of the passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.The word cherished in paragraph 1 is closest in meaning to ______
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 43 to 50.Cooperation is the common endeavor of two or more people to perform a task or reach a jointly cherished goal. Like competition and conflict, there are different forms of cooperation, based on group organization and attitudes.In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.While primary cooperation is most often characteristic of preliterature societies, secondary cooperation is characteristic of many modern societies. In secondary cooperation, individuals devote only part of their lives to the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their cooperation in the form of salary, prestige, or power. Business offices and professional athletic teams are examples of secondary cooperation.In the third type, called tertiary cooperation or accommodation, latent conflict underlies the shared work. The attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile. Accommodation involves common means to achieve antagonistic goals: it breaks down when the common means cease to aid each party in reaching its goals. This is not, strictly speaking, cooperation at all, and hence the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.What is the author’s main purpose in the first paragraph of the passage?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42. THE DIGITAL DIVIDEInformation technology is influencing the way many of us live and work today. We use the Internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use e-mail and the Internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.Although the number of Internet users is growing exponentially each year, most of the world’s population does not have access to computers or the Internet. Only 6 percent of the population in developing countries are connected to telephones. Although more than 94 percent of U.S. households have a telephone, only 42 percent have personal computers at home and 26 percent have Internet access. The lack of what most of us would consider a basic communications necessity –the telephone –does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connections may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.Who has Internet access? Fifty percent of the children in urban households with an income over $75,000 have Internet access, compared with 2 percent of the children in low-income, rural households. Nearly half of college-educated people have Internet access, compared to 6 percent of those with only some high school education. Forty percent of households with two parents have access; 15 percent of female, single-parent households do. Thirty percent of white households, 11 percent of black households, and 13 percent of Hispanic households have access. Teens and children are the two fastest-growing segments of Internet users. The digital divide between the populations who have access to the Internet and information technology tools is based on income, race, education, household type, and geographic location. Only 16 percent of the rural poor, rural and central city minorities, young householders, and single parent female households are connected..Another problem that exacerbates these disparities is that African-Americans, Hispanics, and Native Americans hold few of the jobs in information technology. Women hold about 20 percent of these jobs and are receiving fewer than 30 percent of the computer science degrees. The result is that women and members of the most oppressed ethnic groups are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degrees in computer science were offered the highest salaries of all new college graduates in 1998 at $44,949.Do similar disparities exist in schools? More than 90 percent of all schools in the country are wired with at least one Internet connection. The number of classrooms with Internet connections differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that nearly twice as many of the schools with more affluent students have wired classrooms as those with high concentrations of low-income students. Access to computers and the Internet will be important in reducing disparities between groups. It will require greater equality across diverse groups whose members develop knowledge and skills in computer and information technologies. If computers and the Internet are to be used to promote equality, they will have to become accessible to populations that cannot currently afford the equipment which needs to be updated every three years or so. However, access alone is not enough. Students will have to be interacting with the technology in authentic settings. As technology becomes a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.What can be inferred from paragraph 6 about Internet access?