Read the following context and choose the correct option to answer the question. Context: One student started packing up at the beginning of a lab exercise. I asked him where he was going. He said "I'm going to fail this class anyway, so I have other things to do." It was true that he wasn't doing well, and we had addressed this previously, but his attitude was completely defeatist. He had given up. So, there, in the middle of class, before he could get away, I said "Well, yeah. You will certainly fail if you don't even try. I thought you were graduating at the end of this semester." "I'm supposed to, but I won't, because I'm going to fail physics. All I need is a D." (He was right; his major didn't require knowing any physics but they put it in the curriculum as a kind of gatekeeper course. Most students took physics much earlier in their studies than he did.) "If you have already decided to fail, I can't stop you; you're an adult. But you can make an appointment with me anytime. You already know that. You can email me. It's my job to help you understand, but you have to come to me. You are an adult. It would be very inappropriate of me to follow you around, inviting you to office hours. And you must do the homework and the labs." He stayed for the lab. I notified his counselor about what was going on, and she called him in and said the same things that I said. Next class he moved from the seat at the edge of my peripheral vision, to the middle, started working his ass off, and he passed. For a while I thought he was closing in on a C, but he got his D and graduated. And I didn't give him anymore of a grading break than I give any of my students. Question: Where did the student move after talking to the teacher Options: - not enough information - to the middle of the class - to the side of the class - to the back row
to the middle of the class

(Question)
Read the following context and choose the correct option to answer the question. Context: Today, many academics feel stuck between a rock and a hard place. They're under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others and that's because over the years, they've developed personal "systems" to help them write. We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts. We did this as part of our user research to inform the development of Prolifiko a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common "habits" that the most prolific (and generally least stressed) academics tended to use. 1. They "time-block" their writing in advance Scheduling booking in time to write in advance was the single most common habit of our writers. It didn't appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week. What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing and so made the process easier and less stressful. "When I need to write I block out time. I'm lucky in that I can work from home I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn't really write in any other way than blocking out that time." Question: What is most likely the author's job? Options: - Scholar - Writer - not enough information - Researcher
(Answer)
Researcher

Ques: Read the following context and choose the correct option to answer the question. Context: Former President Barack Obama unveiled plans for his future presidential library and museum on the south side of Chicago where he raised his family and launched his political career. The designs show a complex of modern buildings, with a library, museum and event center, plus a community garden, a children's play area and possibly an athletic field. "What we want this to be is the world-premiere institution for training young people and leadership to make a difference in their communities, in their countries and in the world," he told the crowd that included Chicago Mayor Rahm Emanuel, his one-time chief of staff. Flanked by drawings and renderings, Obama also announced that he and former first lady Michelle Obama will be donating $2 million to fund a Chicago summer jobs program. The museum, the tallest of the three buildings, will hold exhibition space, public spaces, offices and education and meeting rooms, according to the Obama Foundation. The forum and library buildings are intended to be used for study and foundation programming. Obama said his foundation, which is overseeing the project, is also looking into the possibility of locating a Chicago Public Library branch on the site. Obama said he envisioned recording studios where musicians could help young people work on music, and space for movie directors who could take on community storytelling. The center will also have exhibits with campaign memorabilia and personal artifacts. "Let's face it, we want to see Michelle's dresses," the former president joked. Obama also squashed any notion that the library was ever going to be elsewhere. Multiple locations in three states Illinois, New York and Hawaii had initially pitched proposals. "The best things that have happened to me in my life happened in this community," he said. "Although we had a formal bidding process to determine where the presidential library was going to be, the fact of the matter was it had to be right here on the south side of Chicago." Question: Who envisioned recording studios for musicians? Options: - not enough information - President Obama - Michelle Obama - Trump
Ans: President Obama

Question: Read the following context and choose the correct option to answer the question. Context: I already gave this example in another post but I think it was a really interesting situation with an interesting outcome so I'm going to repeat it. When I was 21 years old I produced a play. It was actually my second. The first was really successful. With the second I bit off a lot more than I could chew and I got too big for my britches and I ended up with a sprawling money eating disaster that caused me to have to move to a poor part of town and to go to court with my publicist and to be in debt for a couple of years. I could have absolutely let this ruin me and discourage me. And I realized this was a very delicate situation for my creativity and my sense of hope for the future. So I said to myself one day, "let me take a walk to the park and have this situation out with myself once and for all." Two blocks from my house was this wonderful neo classical park with beautiful stairs leading from level to level. I walked up and down the stairs and basically said to myself "this was a failure. I am having a failure experience. But I have a choice of how I look at this. And the big Takeaway for me with this experience is that I have talent and there is a big creative future for me. And I have hope. I have to slow down. I have to make sure I don't get ahead of myself. I definitely have to clean up this mess and be patient for however long it takes . But bottom line the big take away from this experience is that I have talent and I have a future and I have Hope." It was one of the most amazing moments I've ever had with myself. There are about 100 other experiences in my life where I wish I had had a conversation like this. This one was a treasure. Question: Why did the second play fail? Options: - He didn't have enough experience - not enough information - He bit off more than he could chew. - He didn't prepare enough
Answer:
He bit off more than he could chew.