| 1 |
One who always runs away from danger
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A. Timid
B. Escapist
C. Coward
D. Shirker
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| 2 |
When you imagine the desert, you probably think of a very hot place covered with sand.Although this is a good description for many deserts. Earth's I with ice:Antarctica. In order for an area to be considered a desert, it must receive very little rainfall. More specifically, it must receive an average of less than ten inches of precipitation - which can be rain, sleet, hail , or snow - on the ground every year. Antarctica, the coldest place on earth, has an average temperature that usually falls below the freezing point. And because cold air holds less moisture than warm air, the air in Antarctica does not hold much moisture at all. This is evident in the low precipitation statistics recorded for Antarctica. For example , the central part of Antarctica receives an average of less than 2 inches of snow every year. The coastline of Antarctica receive a little bit more-between seven and eight inches a year. Because Antarctica gets so little precipitation every year, it is considered a desert. When precipitation falls in hot deserts, it quickly evaporates back into the atmosphere. the air over Antarctica is too cold to hold water vapor, so there is very little evaporation. Due to this low rate of evaporation, most of the snow that falls to the ground remains there permanently, eventually building up into thick ice sheets. Any snow that does not freeze into ice sheets becomes caught up in the strong winds that constantly blow over Antarctica. These snow-filled winds can make it look as if it is snowing. Even though snowfall is very rare there, blizzards are actually very common on Antarctica.Question:Which is the best definition for precipitation?
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A. moisture in the air falls to the ground
B. any type of weather event
C. weather events that only happen in very cold areas
D. a blizzard that occurs in areas with limited snowfall
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| 3 |
Amenities
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A. accessories
B. concession
C. agreements
D. pleasant qualities
|
| 4 |
The
history of civilization shows how man always has to choose between making the
right and wrong use of the discoveries science. This has never been more true
than in our own age. In a brief period amazing discoveries have been made and
applied to practical purpose.
It
would be ungrateful not to recognized how immense are the boons which science
has given to mankind. It has brought within the reach of multitudes benefits
and advantages which only a short time ago were the privilege of the few. It
has shown how malnutrition, hunger and disease can be overcome. It has not only
lengthened life but it has depended its quality. Fields of the work of science
the ordinary and fuller life than was ever possible to his grandparents.
The
boons of science are:
|
A. Few
B. Found nowhere
C. Immense
D. Very few
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| 5 |
Choose Relative Pair Of Word Hybrid: Rose
|
A. Withering: vine
B. Foal: colt
C. Gardening: sun
D. Cross: Alsatian
|
| 6 |
Choose correct word or phrase that is most similar to the word given
FRAGILE
|
A. Strong
B. Grave
C. Weak
D. Showy
|
| 7 |
Charlatan
|
A. knowledgeable doctor
B. trickster
C. comedian
D. senior government offical
|
| 8 |
At the time Jane Austen’s novels
were published – between 1811 and 1818 – English literature was not part of any
academic curriculum. In addition, fiction was under strenuous attack. Certain
religious and political groups felt novels had the power to make so-called
immoral characters so interesting that young readers would identify with them;
these groups also considered novels to be of little practical use. Even
Coleridge, certainly no literary reactionary, spoke for many when the asserted
that “novel-reading occasions the destruction of the mind’s powers.”
These attitudes towards novels help
explain why Austen received little attention from early nineteenth-century
literary cities. (In any case a novelist published anonymously, as Austen was,
would not be likely to receive much critical attention.) The literary response
that was accorded to her, however, was often as incisive as twentieth-century
criticism. In his attack in 1816 on novelistic portrayals “outside of ordinary experience,”
for example. Scott made an insightful remark about the merits of Austen’s
fiction.
Her novels, wrote Scott, “present to
the reader an accurate and exact picture of ordinary everyday people and
places, reminiscent of seventeenth-century Flemish painting.” Scott did not use
the word ‘realism’, but he undoubtedly used a standard of realistic probability
in judging novels. The critic Whately did not use the word ‘realism’, either,
but he expressed agreement with Scott’s evaluation, and went on to suggest the possibilities
for moral instruction in what we have called Austen’s ‘realistic method’ her
characters, wrote Whately, are persuasive agents for moral truth since they are
ordinary persons “so clearly evoked that we feel an interest in their fate as
if it were our own.” Moral instruction, explained Whately, is more likely to be
effective when conveyed through recongnizably human and interesting characters
than when imparted by a sermonizing narrator. Whitely especially praised Austen’s
ability to create character who “mingle goodness and villainy, weakness and
virtue, as in life they are always mingled. “Whitely concluded his remarks by
comparing Austen’s art of characterization to Dickens’, starting his preference
for Austen’s.
Yet, the response of
nineteenth-century literary critics to Austen was not always so laudatory, and
often anticipated the reservations of twentieth-century literary critics. An
example of such a response was Lewes complaint in 1859 that Austen’s range of
subject and characters was too narrow. Praising her verisimilitude, Lewes added
that, nonetheless her focus was too often only upon the unlofty and the
commonplace. (Twentieth-century Marxists, on the other hand, were to complain
about what they saw as her exclusive emphasis on a lofty upper middle class.)
In any case having being rescued by literary critics from neglect and indeed
gradually lionized by them, Austen steadily reached, by the mid-nineteenth
century, the enviable pinnacle of being considered controversial.
How would you describe the synonym
of the word “Verisimilitude”?
|
A. False
B. Wrong
C. Exaggerated
D. Appearing true
|
| 9 |
Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Integrating the concept of
lifelong learning with the educational structure would imply
|
A. Closing down conventional schools and colleges
B. Longer durations for all formal courses
C. Simple rearrangement of present educational organizations
D. More weight for actual performance than real understanding
|
| 10 |
The trainee said to the manager, "I am not supposed to do like this."
|
A. The trainee told the manager that I was not allowed to do like that
B. The trainee told the manager that he is not allowed to do like that
C. The trainee told the manager that he was not allowed to do like that
D. The trainee told the manager that he had not allowed to do like that
|
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