I'm taking a test and have to guess the right answer to the question after the article. Article: Across the rich world, well-educated people increasingly work longer than the less-skilled. Some 65% of American men aged 62-74 with a professional degree are in the workforce, compared with 32% of men with only a high-school certificate. This gap is part of a deepening divide between the well-education well off and the unskilled poor. Rapid technological advance has raised the incomes of the highly skilled while squeezing those of the unskilled. The consequences, for individual and society, are profound. The world is facing as astonishing rise in the number of old people, and they will live longer than ever before. Over the next 20 years the global population of those aged 65 or more will almost double, from 600 million to 1.1 billion. The experience of the 20th century, when greater longevity translated into more years in retirement rather than more years at work, has persuaded many observers that this shift will lead to slower economic growth, while the swelling ranks of pensioners will create government budget problems. But the notion of a sharp division between the working young and the idle old misses a new trend, the growing gap between the skilled and the unskilled. Employment rates are falling among younger unskilled people, whereas older skilled folk are working longer. The divide is most extreme in America, where well-educated baby-boomers are putting off retirement while many less-skilled younger people have dropped out of the workforce. That even the better-off must work longer to have a comfortable retirement. But the changing nature of work also plays a big role. Pay has risen sharply for the highly educated, and those people continue to reap rich rewards into old age because these days the educated elderly are more productive than the preceding generation. Technological change may well reinforce that shift: the skills that complement computers, from management knowhow to creativity. Do not necessarily decline with age. Question: what has helped deepen the divide between the well-off and poor? Options: A: Longer life expectancies B: Profound changes in the workforce C: rapid technological advance. D: A growing number of well-graduated.
C
(Question)
I'm taking a test and have to guess the right answer to the question after the article. Article: It was 3: 45 in the morning when the vote was finally taken. After six months of arguing and final 16 hours of hot parliamentary debates, Australia's Northern Territory became the first legal authority in the world to allow doctors to take the lives of incurably ill patients who wish to die. The measure passed by the convincing vote of 15 to 10. Almost immediately word flashed on the Internet and was picked up, half a world away, by John Hofsess, executive director of the Right to Die Society of Canada. He sent it on via the group's on-line service, Death NET. Says Hofsess: We posted bulletins all day long, because of course this isn't just something that happened in Australia. It's world history. The full import may take a while to sink in. The NT Rights of the Terminally Ill law has left physicians and citizens alike trying to deal with its moral and practical implications. Some have breathed sighs of relief, others, including churches, right-to-life groups and the Australian Medical Association, bitterly attacked the bill and the haste of its passage. But the tide is unlikely to turn back. In Australia-where an aging population, life-extending technology and changing community attitudes have all played their part-other states are going to consider making a similar law to deal with euthanasia . In the US and Canada, where the right-to-die movement is gathering strength, observers are waiting for the dominoes to start falling. Under the new Northern Territory law, an adult patient can request death-probably by a deadly injection or pill-to put an end to suffering. The patient must be diagnosed as terminally ill by two doctors. After a cooling off period of seven days, the patient can sign a certificate of request. After 48 hours the wish for death can be met. For Lloyd Nickson, a 54-year-old Darwin resident suffering from lung cancer, the NT Rights of Terminally Ill law means he can get on with living without the haunting fear of his suffering: a terrifying death from his breathing condition. I'm not afraid... Question: When Lloyd Nickson dies, he will _ . Options: A: face his death with calm characteristic of euthanasia B: experience the suffering of a lung cancer patient C: have an intense fear of terrible suffering D: undergo a cooling off period of seven days
(Answer)
A
I'm taking a test and have to guess the right answer to the question after the article. Article: A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. "Wait a minute," someone might say, "are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?" The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase and standing before my full-length mirror, repeating the words, "Hello, class. I'm Mr. Davis." Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy. I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required. "All right then," I said. "Okay, here we go." Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. "Calm down, you'll all get your turn. One at a time, one at a time!" A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment. Question: The author took the job to teach writing because _ . Options: A: he wanted to be expected B: he had written some storied C: he wanted to please his father D: he had dreamed of being a teacher
C