One day, when I was in college, a dishonest-looking character approached me in the student union with a leather jacket he wanted to sell. It was a beauty: buttery smooth cowskin, with artfully sewed lines and long leather fringes . I can't remember what the price was, but it was apparently too little for such a jacket. Even as I paid the money that day, I knew something wasn't right. Surely, a couple of days later, the jacket's real owner, a student about my age came to me as I was on my way to class. "That's my jacket," he said, "and I want it back." "No way," I answered. "I paid for it, and I have no idea if it's yours. It's mine." He didn't challenge me, and I left, but the uneasiness I had about my new possession now _ A few days later, riding my bike across campus, I saw the real owner standing on the sidewalk. I rode over, took the jacket off, handed it to him said I was sorry, and rode off without another word. More than the weight of the jacket had been lifted from my shoulders. We're all human, which means that sometimes we do things we shouldn't do or say things we shouldn't say. Sometimes we realize too late that our actions have been hurtful to somebody else. When these hard times occur, the best response --- the only response, really --- is, "I'm sorry." Admitting a wrongdoing, as soon as possible and frankly, helps the other person begin to heal. But just as important, it cleans up our own soul and sets us free. That is a small price to pay for a clear conscience. Giving the leather jacket back to the real owner, the author _ . A) offered his forgiveness B) felt very much relieved C) rode away unwillingly D) realized his wrongdoing
B
(Question)
FROM dogs and cats to pandas and penguins, lists of adorable animals can be very varied. However, when it comes to scary animals, the answers are often more or less the same - snakes and spiders are among the most dreadful ones for the majority of us. However, most of us have never been bitten by a snake or a spider. So does this mean we are born with a fear of certain things? Scientists have been actively looking into it for a long time. For example, studies have suggested that babies find live animals much more interesting than stuffed ones. This interest continues even if those animals are snakes and spiders. A study published in Psychological Science in 2008 seemed to show that snakes did have a different impact on babies. When scientists presented babies with animal videos along with random sounds of happy or frightened human voices, they found that babies looked at snakes for longer than any other animal however the voices sounded. Now, a team from Rutgers University in New Jersey, US has tried to challenge the idea that babies are born with a fear of snakes and spiders. According to the BBC, the researchers measured babies' physiological responses as they watched videos of snakes and elephants paired with both fearful and happy voices. Scientists then set out to surprise the babies to see how they would react. They presented them with an unexpected bright flash of light as they watched a video. As the BBC explained, a surprise like this would be more intense if the babies were already scared, just like when we watch scary films and jump more if we are already scared. However, according to their findings, published recently in the Journal of Experimental Child Psychology, babies' surprised responses were not bigger when watching a video of a snake, even when it was shown with a fearful voice. Their heart response was also lower, which also made it seem that babies were not scared. "Children do not have an _ fear of snakes," concluded the study. Even if previous studies had suggested that babies... What is the article mainly about? A) How people's fear of snakes and spiders has evolved. B) Whether humans are born with a fear of snakes and spiders. C) Why snakes and spiders are considered the most dreadful animals. D) How babies react differently from adults to snakes and spiders.
(Answer)
B
Ques: Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states. The school-to-work program is built around a partnership. For example, Eastman Kodak, a major employer in Colorado, introduces students to business by helping them construct a model city using small pieces of wood. "The children use the models to decide on the best place to set up schools," says Lucille Mantelli, director for Eastman Kodak in Colorado. Kodak introduces math by teaching fifth graders to use their pocket money properly. They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. "Students come to the workplace two or three hours a week," explains Mantelli. "They do the job for us. We pay them and they get school credits . We also give them our views on their performance and developmental opportunities." In these partnerships, everybody wins. The students tend to take more difficult courses than students in schools that don't offer such programs. Business benefits by having a better prepared workforce needed in future years. "It's a way for us to work with the school systems to develop the type of workforce we'll need in future years," Mantelli continued. "We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team." "Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical thinking skills. We need to encourage them to dream... The main purpose of the school-to-work program is to _ . A) make what students learn in school related to the workplace B) introduce new job opportunities to schools C) improve relations between students and teachers D) offer students more difficult courses
Ans:
A