Problem:OPTIONS:
- the author's brother
- not enough information
- the author
- the author's friend

Read the following context and answer the question. Context: Yes. 20 years ago. When I was a lot younger. I was victimised by a gang of bent police men, who arrested me and set me up to get charged with something that I did not do which I believe was connected to other criminals who live in my area, who I believe were connected to a gang of DJ's who were involved stealing intellectual and copyright works from me (likely their party organisers and drug dealer buddies). I was sent to court and found guilty based on no evidence by a magistrate court judge who was later struck off for corruption after defrauding an old lady of over a million pounds! I was not put in prison for this minor offense but did receive a minor criminal record. This criminal records the same DJ's and bent ex-police have used to ruin my reputation and career. One of the bent policemen, who incidentally had already been thrown out of the police force for car insurance fraud, even turned up at the uni I went to and spread vicious slander to ruin me there, and in the area that I lived at the time. I was then victimised by the people at the famous college that I went to and all my intellectual and copyright works stolen. Which I note, generated millions for others. Once they made their money and gained credibility on the back of my hard work, innovation and some may say genius, the thieves then did all they could to ruin my reputation in the entertainment industry and in the area that I live. Making my life extremely hard for no more reason than having my work stolen. If I wasn't so tough, and for a few people left who have at least some integrity, I would be dead now, like the rest of their victims. I have lost respect for quite a few people who I used to think were really talented. I now understand where there talent comes from Shame on them. Question: Who was victimized? Answer:
****
A: the author

Read the following context and answer the question. Context: One of the more surprising objects in the Getty Villa's newly reinstalled gallery of later Roman sculpture is a marble bust of a youth leaning out of a circular frame, mounted high on the gallery wall. J. Paul Getty originally acquired this particular sculpture in 1973, but it has been off view for many years. The recent reinstallation of the Getty Museum's antiquities collection at the Villa provided the opportunity to resurrect many such objects from storage and put them on display. Bringing this strange object back to the public eye enabled us to askand answerseveral questions about it. Whoif anyonedoes it represent? When was it carved? Where was it made, and how did it end up in Los Angeles? In preparation for its display, we researched and reinterpreted the object, exploring both its ancient function and modern history. In its new display, this object is fittingly surrounded by other examples of late Roman sculpture from the third and fourth centuries. Its inclusion in this gallery was not always a given, however, as the figure was long misidentified as a portrait of young Caracalla, who at ten years old became joint emperor with his father in A.D. 198.(1) But recent scholarship questioned the Caracalla identification and the object's date, suggesting it was carved at least a hundred years later.(2) In light of this research, curator Jens Daehner pushed to reexamine the sculpture and consider including it in the reinstallation. In early 2015, the Antiquities Department brought this tondo and many other potential objects for the new galleries out of storage for viewing, providing curators, conservators, mount makers, preps, and registrars a chance to approve and prepare artworks for possible display. After the storage viewing and subsequent research, we updated the object record to conform with what scholars had suggested: this is not a second-century portrait of Caracalla but a fourth-century bust of a youth or divinity. To answer our next question of who the tondo represents, we then had to take a... Question: Why was the sculpture made of marble Answer:
OPTIONS:
- It can easily be carved
- It looks ethereal.
- It is strong and durable
- not enough information
not enough information

Read the following context and 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: Who blocks their writing in advance? Answer:
OPTIONS:
- Students
- Academics
- Researchers
- not enough information

Answer: Academics

Problem: OPTIONS:
- not enough information
- Medicine
- Law
- Education
Q: Read the following context and answer the question. Context: Juliette Murray was, like me, a kid at school who got 5 "A"s, which in the West of Scotland put a certain degree of pressure on one's shoulders to study either medicine or law. I studied European Law, and became a teacher - that's what a European Law degree does to you. She studied medicine and is today a practicing doctor, but the education bug is firmly rooted in what she chose to do next. Murray noticed that, particularly in her local area, fewer students were applying to study medicine than the population number would suggest should. Not only that, nationally the number of medical students dropping out after beginning their course of study is increasing. She wondered if we might we persuade a more representative cross section of the community to become doctors. She set about improving the opportunities for local youngsters, aged 14/5, at the time of their work experience choices. Existing work experience for those who want to gain an insight into the world of medical doctors is a sanitised course in an educational skills centre, where bored teenagers endlessly take each other's blood pressure. They have more chance of a realistic insight by breaking their arm and turning up to Accident and Emergency. As any dad-to-be donning surgical greens knows, getting into an operating theatre is where a passion for surgery will be born or, in my case, definitely put to one side as a career option. So, the question became: how might we offer a more realistic experience of what being a doctor, surgeon or other medical profession feels like? Starting with her local hospital, Wishaw General in NHS Lanarkshire, she set about overcoming what she describes as a "culture of obstacles". Two years later, though, and students are indeed undertaking real life surgery work experience, experiencing a live operation theatre and seeing the pressure of the job first hand. Question: What was Juliette's degree in Answer:
Answer:
Medicine