Q: Read the following context and answer the question. Context: To be honest, people don't usually ask me this. Instead, they want to know things like "How do I keep my mother from falling?" or "What should I do? My grandfather's been falling." After all, falls are a scary thing. Most people know that falls are dangerous for older adults. The Center for Disease Control (CDC) reports that one in five falls causes a serious injury such as a broken bone or head injury. Fear of falling can also seriously affect an aging adult's quality of life and sadly, can keep a person from being active and thriving. So, many seniors and family caregivers are interested in fall prevention because the risks are so great. And the good news is that although it's not possible to prevent all falls, it almost always IS possible to take actions that will reduce the chance of a bad fall. If you want to learn more, you're in the right place. In this post, I'll cover: * How understanding why aging adults fall can help you keep an older parent or yourself safer, * Why personalized fall prevention plans work better than relying on general fall prevention tips, * The four-step process I use to help older adults prevent falls, * A practical example showing you how to use these steps to avoid falls yourself. First, understand why older people fall There are many reasons that aging adults fall. Most older people will be falling due to their own unique combination of reasons. So how, exactly, should YOU go about reducing fall risk? Now, you can and should try to implement the general tips that are often listed in most fall prevention resources: exercise, medication review with the doctor, vision checks, and home safety reviews. But if you really want to help an older loved one avoid falls, I recommend you learn to better understand why he or she, in particular, might fall. Question: Who are some of the best resources an older person can talk to about ways to reduce fall risk? Answer:

OPTIONS:
- not enough information
- their spouse
- loved ones and physicians
- their children

A: loved ones and physicians

input: OPTIONS:
- worked as intended
- worked in the opposite way they were intended
- not enough information
- worked, but not very well Now, answer this question: Read the following context and answer the question. Context: I thought I might get some good ideas if I went down to the hospital. I always have stayed away from hospitals. People died or were born. But now I thought I might get some idea if I went down to where it was all happening, the being born and the dying. Mostly the dying. It was the dying that interested me. I sat on a bench in a sort of waiting room. I wanted to call it a green room; it wasn't a place where the patients would wait to be called by the doctor; it was a place where the relatives would wait while the patient was in their room. It had a coffee bar, and comfortable couches, with trendy, muted colors on the walls and floor. Everything was clean and modern without being cold, a homogenized balancing act designed to keep everyone calm during their stressful time. It was a green room; patients were "guests"; their families were "guests" as well. Here was where the families would sit and be feted while they waited to be called out to perform, to smile and encourage or to don faces of appropriate mournfulness. The old ones would put on smiles, the young ones would look sad. I think I went there because it seemed to me that it was the place richest in emotional impact. It reeked of spent emotions, and the emotions were made all the stronger, here in the green room, by the efforts at suppression--the muted walls and gourmet coffees and scones, the overstuffed loveseats and couches, as if those in grief should not be permitted to sit on benches or folding chairs. It absolutely reeked of hush and hidden feeling. It was worse than a church. It was worse than a highschool hallway. It was more universal, more basic, something even the children could comprehend. Question: The author believes that the efforts of suppression in the waiting room Answer:
A:
output: worked in the opposite way they were intended

Read the following context and answer the question. Context: I lost sight in one eye when in college, I had two preschool children at the time. I was walking through the house one morning and suddenly I could see NOTHING out of one eye. When I told my husband,who was right there when it happened, he assumed my eye was just blurry or something had gotten in the eye. He took me to the ophthalmologist who verified that I could not see out of the eye. Then we subsequently got the worse news that it was a neurological condition with a long name I do not remember that there was nothing he could do about. He said that I would either get my sight back or I you and all we could do was wait and see if it came back. This was right before finals that semester but he told me I absolutely could not be studying or using my good eye for reading or basically anything that would strain it or I could end up losing sight in that eye also. Needless to say, as a mom of two children ages 2 1/2 and 6 months,I could not afford to lose ALL of my sight! So, I had to wait. I could not drive like that either which made matters worse. Both my husband and I were in school fulltime (until then), fortunately it was the end of the semester, unfortunately it was BEFORE finals. My sight did come back but not for about 5 months. When it first started to come back I still couldn't drive because although I could see I did not have my peripheral vision, that did not fully come back for quite a while. I cannot imagine it a person who goes totally blind goes through, I just know for me it was not an easy to to go through. Question: When did the author get the news that she had a neurological condition in one eye? Answer:

OPTIONS:
- not enough information
- when she had two preschool children
- when her husband took them to the ophthalmologist
- right before finals one semester

Answer: right before finals one semester

Problem:OPTIONS:
- elderly nursing home
- not enough information
- brain injury unit
- general care

Read the following context and answer the question. Context: In the 1970s I was a student nurse in psychiatry. I was rostered to the brain injury ward in a chronic hospital, where the patients had severe brain damage from tumours, car accidents, strokes, metabolic diseases, degenerative diseases, and alcoholism. Only about half were ambulant. Most had severely impacted recent and long term memories. They could not bathe or feed themselves. The majority sat most of the day in chairs lined along the sides of the day room. They were spoon-fed meals and wheeled into the toilet. One of those patients was Connie S. She was maybe 55 yrs old and she spent a lot of the day screaming in her chair. She could not speak, walk, or cooperate. One nurse was very impatient with her and once I heard that nurse say to her, "You think the water is too hot, do you? Then have it cold!" as she bathed her in cold water. I remember standing up for her to that nurse. I worked that ward for over a year and then, one day, just like that, Connie S. woke up. She suddenly began speaking and walking. She apparently remembered most of the things had had happened to her in the ward. Soon, she walked right out of that ward and never came back. As she left, she appeared dignified and so happy, so relieved. I was too junior at that stage to know what her diagnosis was supposed to have been, but no-one expected her ever to leave. No-one left that ward. It was the end of the line. I remember being really glad that I had stood up for her and thinking how ashamed the nasty nurse must have been. It is now many years later and I often think of this woman and wonder how she fared in her post-hospital life. Her name is not common, but every so often I meet people with the same name and ask them if they know of a relative to whom this happened, but, so far, no-one has known of her. Question: Where does the nursing student work now that she is a full time employed nurse herself? Answer:
****
A:
brain injury unit