Ques: "Did you ever have one of those days," inquired Julia of her cat, Cecil, who lay in the crook of her arm and was pushing his head into the fingers of Julia's right hand, "when you think you've noticed something everyone else has missed?" Cecil didn't respond directly, but instead rubbed the side of his cheeks against the spine of Gravity's Rainbow which Julia held lopsidedly in her left hand. "Pynchon keeps bleating about the preterit, right?" Cecil, who began licking his paw and washing his face, did not respond. "-and the elect who are out to destroy them, but he's the one who's treating his characters savagely. I mean, how can you go off on God for malpractice when you treat your characters like you treat cockroaches?" Cecil looked at her for a moment, and resumed washing. "OK, listen to this: 'Nobody ever said a day has to be juggled into any kind of sense at day's end.' I can see that. But I don't throw you against the wall and call the universe evil, do I?" Cecil snorted a tiny snort through his nostrils. "But as far as making trying to make sense of everything... I can see that. That's why I wonder sometimes. Like about Uncle Justin," she continued, aware that Cecil was now standing, arching his back, and attempting to find a comfortable position on her stomach, "who was a science teacher for twenty-two years, who gave up everything, just because... you know..." Julia shook her head and returned the book to its level reading elevation. As a matter of interest, Cecil did not know, but was content enough to curl up again, feeling Julia's hand press against his fur, causing his throat to vibrate with greater volume. That is, until the book slipped and roundly thumped Cecil on the head. What does Julia think she's noticed? Pick the correct answer from the following options: - Something that everyone else has missed - Cecil laying on her arm - Pynchon treating his characters like cockroaches - not enough information
Ans: Something that everyone else has missed

Ques: I recall just one case of its kind. In my first year out of high school in college, I didn't quite get along with one vocal pipsqueak of a guy. Mid-year one afternoon post-dismissal, a small white car drove past dangerously close to me and honked as I made my way to the bus stand home. If there had actually been any malice intended, I would have been caught out totally by surprise. The next day, he wondered aloud why I did not respond or react to him flippantly wanting to ram me with his car as he drove by. To think of it, I had already taken a swipe at another guy whom I suspected of being behind the wheel less than an hour earlier. Professing some half-hearted disinterest, I thought and felt to myself that this episode wasn't over - yet. Fast forward some 4560 days later, this guy is suddenly absent from college for almost a week. Successive class lecturers note that it is not like him to skip classes without a valid reason. Late on the second day of absence, another lecturer asks our class about him. "His car crashed.", I state almost flippantly, with a weak spirit of retribution shining inside my gut. But as you would realize from answering this question it later turned out to be true. While driving at quite a clip near his home, he had barreled through a residential cross-junction and broadsided a delivery van that had charged through the open junction with no regulating traffic lights. The van ended up upside down on the road shoulder and his parents-issued car was out of commission for like, three weeks. He suffered a concussion and a shattered nasal septum from the impact and police issued the van driver a ticket for dangerous driving. Basically, he had joked about striking me with his car hit-and-run and I had later joked to that lecturer and the class that he had crashed his car - and it turned out I was right. How does she feel about the man? Pick the correct answer from the following options: - not enough information - He needs to stop driving - He should have had a different car - He should have driven safer
Ans: He should have driven safer

Ques: 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. What is Juliette's race Pick the correct answer from the following options: - Asian - Caucasian - not enough information - African
Ans:
not enough information