Q: Read the following context and choose the correct option to answer the question. Context: I started reading beauty blogs rather than magazines because I loved their honesty. With magazines, I was always a little suspicious that the review wasn't true, that it was more an advertorial than an honest article. Blogs seemed more honest - I never distrusted the review. Plus they went into so much more depth than magazines ever did. I think that the day I discovered beauty blogs was probably also the day my magazine addiction came to an end. BUT, there is one issue that I do have with blogs and that is editing, or grammar to be more precise. Now, don't get me wrong, it is not all blogs that I have this issue with. In fact, the majority of blogs I do read are very well written. But, I still come across a few that don't know the difference between your & you're; where, we're & were; and their, there & they're and this is a massive pet hate of mine. The odd typo doesn't bother me. We all make them. I know I do as I usually only proof read once but repeatedly writing there instead of their or where instead of were drives me mental. I just want to bust out a red pen and edit the post. The carton below, which is floating around Facebook at the moment, was my inspiration for writing this post as it really highlights how, by making the slightest grammatical error, the entire meaning of the sentence changes. I suspect that, if you are a similar grammar fanatic, you are sitting here, nodding your head, thinking 'man, that drives me crazy, too!'. If you are not a grammar fanatic then you might be thinking 'hey, what are you whinging about - it is only a couple of letters out of order'. This is why it annoys me so much - I read a sentence but it doesn't quite make sense, so I have to go back and read it again to get an understanding. As soon as I start doing that, I am no longer reading the content of the post but am instead trying to decipher what is being written. As soon as I have stumbled over a few sentences I give up and stop reading. Question: What event led to her inspiration for writing the post? Options: A. the carton that is floating around Facebook B. magazine C. beauty blogs D. not enough information
A: A

Q: Read the following context and choose the correct option to answer the question. Context: It will come as no surprise to those working in the UK's higher education (HE) sector that universities are currently suffused with anxiety. The University and College Union (UCU) has recently been in dispute with employers over proposed changes to the USS pension scheme, and the most sustained period of industrial action in the sector's history has highlighted the fears staff have for the security of their futures post-retirement. Such unprecedented strike action needs to be situated within the wider context of a public sector undergoing transformation: while the concept remains contested, the influence of "neoliberal" ideas on universities can most clearly be seen in Success as a Knowledge Economy the government white paper that preceded the 2017 Higher Education and Research Act which states: "Competition between providers in any market incentivises them to raise their game, offering consumers a greater choice of more innovative and better quality products and services at lower cost. Higher education is no exception." Yet what might "raising our game" mean for academic staff? The university has been described as an "anxiety machine": the creeping marketisation of the sector along with pressure to recruit students (now "consumers"), increasing managerialism, and the implementation of processes of audit such as the REF and TEF to evaluate performance have arguably contributed to a progressively anxious landscape in which to labour. In 2016/17, 34% of academic staff were employed on fixed-term contracts a figure likely to be disputed by the UCU, since in 2016 it estimated the extent of casualisation in the sector to be closer to 54% once atypical contracts had been taken into consideration. In addition to pressures facing many staff in universities such as time-management, meeting growing employer expectations, and the evaluation of performance "casualised" contracts present particular challenges for those facing employment uncertainty: in a material sense, this can be a case of keeping up with... Question: How have those workers in the UK felt with the recent proposed changes to the USS pension scheme? Options: A. excited B. anxious C. hopeful D. not enough information
A: B

Q: Read the following context and choose the correct option to answer the question. Context: When I was entering my Sophomore year in High School, we had just moved from a single 4-way stop-sign town, to a bigger city with actual city buses! In order to get to school, I had to ride a city bus for the 1st time, without information/assistance! I barely managed to squeeze in and had to stand on the step of the packed bus on the way to school. BTW, smoking was STILL happening on these buses! I noticed every time we went around a corner, it seemed a bell would ring. I falsely assumed it meant HANG ON! So, when it was time to return home, the bus was not as crowded, and I actually was able to sit down. Again, every time we turned the corner, a bell would ring. So I held on tight! As we neared my bus stop to get off, the bus whizzed past it, without stopping! Panic began to set in quickly. I already had a very strange, long day in a new 3 story school building, and I smelled like cigarette smoke! I quickly moved to the empty seat behind the driver, and told him he didn't stop where I needed to get off. He asked me if I rang the bell. I admitted to him, I had no knowledge of riding on a city bus. He was kind, explained to pull the bell pull 1 block prior to my stop. He explained he would circle back around and I could get off at my stop on the return trip. I was SO relieved! However, now I was 1/2 hour late getting home, especially stressed and tired from the new school and bus fiasco, AND I smelled like cigarette smoke! When I walked into my house, I was immediately confronted on why was I late, why did I smell like smoke, etc.! I burst into tears, and had to tell about my horrible day, but I didn't get into trouble! WHEW! Question: What did the student like to bring for lunch? Options: A. not enough information B. peanut butter C. Bologna and cheese D. Ham and swiss
A: A