If you visited the Getty Center in July or early August, you may have encountered a group of high school students wearing white lab coats with "Teen Lab" splattered across the back. You might have spotted them testing kinetic sculptures made from recycled materials, sketching in front of artworks in the galleries, or taking Polaroid self-portraits inspired by David Hockney's photocollages. Online, you may have seen the playful social media stories they created to share their experiments with artistic and scientific processes. The teens were participants in the Getty Teen Lab, a four-week paid internship for high school students. Supported by a generous grant from the Vera R. Campbell Foundation, Teen Lab was the first of several teen-focused initiatives that the J. Paul Getty Museum is launching in 2017 and 2018. The Getty's Education Department developed Teen Lab in response to several seemingly disconnected questions that many art museums are grappling with today: How can we engage diverse youth in meaningful ways? How can museums help meet the rising demand for K-12 curriculum that integrates Science, Technology, Engineering, Arts, and Math (STEAM)? Can art museums themselves be sites for STEAM learning? To address these questions, we looked at other teen programs and discovered that the most successful models are those that give teens agency and a voice in the museum.(1) For example, many museums have teen councils that program events for their peers or offer opportunities for students to collaborate on projects with artists.(2) The Getty wanted to build on these models by empowering teens to be active creators of educational content. In keeping with this goal, we designed the program using the project-based learning approach, which develops skills and knowledge by inviting students to explore solutions to authentic, real-world problems. Question: Where did the money for the Getty Teen lab come from? Options: - Getty Center - not enough information - J. Paul Getty Museum - a grant from the Vera R. Campbell Foundation === The correct answer is
a grant from the Vera R. Campbell Foundation

So many kids, so many stories. Parents die, leaving kids devastated and unable to speak for days. Parents get deported, leaving kids despondent and hopeless. Children endure emotional, sexual, physical abuse. And more. The saddest story I ever heard was from the kid in my AP Lit class who had taken her senior year to accept invitations from education reform groups to speak around the country, which she did, without doing any of her homework. She waited until after grades were turned in at the end of the year to contest the "D" on her report card because it meant not going to UC Berkeley. She brought her mother with her, and her two sisters. After going around and around for a while with me and the principal, her mother said that her divorce had really affected this girl, and she had been fighting so hard all her life to get into Berkeley, and what did I have against her daughter? She deserved to go to Cal! They were all in tears. The principal found a way to change her 64% to a 70.01%, and off she went. This young woman full of potential and energy, learned from her mother and my boss, that excuses rule the day. She appears to think that "social justice" means fighting to get your way because the deck is stacked against you, instead of doing the right thing. This is sad. I know this isn't what you were after, and that this memory says more about me than it does about her. Many other kids I have counseled, who are getting through something life-changing, seem to understand that life is in session, there will always be challenges to rise above, and that focusing in the classroom is a great way to get one's mind off one's troubles, if the environment is supportive and the spirit is willing. Question: Viewing social justice as "fighting to get your way" instead of doing the right thing means what, according to the narrator? Options: - a great way to get one's mind off one's troubles - not enough information - something sad - something life-changing === The correct answer is
something sad

(Question)
I don't reckon the sun's ever come up quite the same since the day it happened. I've been watching it for years now and to me it still don't look right somehow. Maybe it's just me thinking it, sending myself doolally after what I've done. But I swear every morning it creeps up and it's looking at me, all knowing like. And when you reckon the sun's acting like that over you there isn't a right lot you can do about it, beyond burying yourself away like a mole in the soil. That's what I've been doing more or less in the score or so years that have gone by since. But however tight I shut them curtains to stop that damn sun lighting me up, it still don't stop the inside of my head from pounding out the truth. No way it's ever going to stop harassing me neither, not unless the deaf and dumb lass was to happen right back on my doorstep and give me the chance to tell her that it wasn't never meant to work out this way. The deaf and dumb lass went by the name of Mitzi Barker. Her being deaf and dumb, she was the kind of lass you went up the lane with if you didn't want no-one shouting their gob off about it after. Funny but it's the small things I recall best about her, like the way her hair reeked of bonfires and how that little old checkered dress of hers rode right up her thigh with no help from me. After we'd finished our business we'd head over the trout farm and I'd hunker down and poach us up a couple of rainbows for our tea. That Mitzi Barker, she was thin as an ear of barley and I always figured a good nosh-up was the least I could do for her troubles. Question: The narrator and Mitzi would eat trout: Options: - Never. - after they had relations. - not enough information - before they would have relations. === The correct answer is
(Answer)
after they had relations.