If you won a scholarship for your academic performance, under which category should you list it on your résumé?
a. awards and activities b. education
c. other
d. work experience
a
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In paragraph 3, the phrase for example is the type of transition known as
1. Although used mainly to refer to prejudice against older people, the word ageism can also refer to prejudice against other age groups. For example, if you describe all teenagers as selfish and undependable, you’re discriminating against a group purely because of their age, and thus are ageist in your statements. In some cultures—some Asian and some African cultures, for example—the old are revered and respected. Younger people seek them out for advice on economic, ethical, and relationship issues. 2. Individual ageism is seen in the general disrespect many show toward older people and in negative stereotypes about older people. Institutional ageism is seen in mandatory retirement laws and age restrictions in certain occupations (as opposed to requirements based on demonstrated competence). In less obvious forms, ageism is seen in the media’s portrayal of old people as incompetent, complaining, and perhaps most clearly evidenced in both television and films, without romantic feelings. Rarely, for example, does a TV show or film show older people working productively, being cooperative and pleasant, and engaging in romantic and sexual relationships. 3. Popular language is replete with examples of ageist language; “little old lady,” “old-timer,” “over the hill,” and “old fogy” are a few examples. As with sexism, qualifying a description of someone in terms of his or her age demonstrates ageism. For example, if you refer to “a quick-witted 75-year-old” or “an agile 65-year-old” or “a responsible teenager,” you’re implying that these qualities are unusual in people of these ages and thus need special mention. You’re saying that “quick-wittedness” and “being 75” do not normally go together. The problem with this kind of stereotyping is that it’s simply wrong. There are many 75-year-olds who are extremely quick-witted (and many 30-year-olds who aren’t). 4. One useful way to avoid ageism is to recognize and avoid the illogical stereotypes that ageist language is based on. Examine your own language to see if you: • talk down to a person because he or she is older. Older people are not mentally slow; most people remain mentally alert well into old age. • speak at an abnormally high volume. Being older does not mean being hard of hearing or being unable to see; most older people hear and see quite well, sometimes with hearing aids or glasses. • avoid engaging older people in conversation as you would wish to be engaged. Older people are interested in the world around them. a. illustration. b. cause-effect. c. comparison. d. contrast.
Read the memo and respond to the questions that follow by choosing the letter of the correct
answer. MEMORANDUM To: All Employees From: Building Safety and Maintenance Date: March 15, 20— Subject: Procedures for Dealing with Chemical Splashes on Skin The purpose of the University of California, Riverside Emergency Action Plan is to ensure the safety of all UCR employees. Please take a moment to review the procedures to follow in the event of a chemical splash on the skin: (1)Remove chemical contact with the skin by brushing off dry and water reactive chemicals and removing contaminated clothing and protective equipment that can be removed quickly (1 second or less). (2) Flush the splashed area with large amounts of potable (clean and drinkable) water. Never use anything other than water or mild soap and water to clean chemicals from the skin. (3) Remove protective eyewear under the emergency shower as quickly as possible when chemicals have entered the eyes. In cases where the eyewear has not been breached1 by the chemical, remove the protective eyewear after head and face have been thoroughly washed. (4) Wash with potable water for 15 minutes or longer. Wash any part of the skin that may have had chemical contact or contact with contaminated wash water. Remove any clothing that may have come in contact with the chemical or contaminated wash water under the emergency shower. (5) Washing should give special attention to areas that may be missed, such as underneath the earlobes, underneath the arms, the crotch, between the toes, the creases at the sides of the nose, a deep cleft in the chin, etc. (6) Get medical assistance. Provide Material Safety Data Sheets (MSDSs) for the involved chemicals to medical personnel. (7) If the emergency water used for flushing is cold, the injured person should be treated for shock on completion of washing. (8) If a splash causes a thermal burn as well as a chemical burn, be sure to advise the attending medical personnel of the nature of the chemical exposure. (9) After washing of the victim is completed, rescuers need to wash themselves to prevent injury from diluted chemicals washed off from the victim. (10) Please report all chemical spill accidents to your immediate supervisor as soon as you are able to do so. Adapted from "Manuals and Policies," UCR Environmental Health and Safety, University of California, Riverside. According to the memo, what should a victim bring when seeking medical care? a. the chemical in question b. his or her medical history c. Material Safety Data Sheets d. his or her medical insurance ID card
Write the adjectives and identify each one:
An advantage of buying an old car is cheap insurance. What will be an ideal response?
Circle the correct verb form in parentheses to match the rest of the sentence
The students in the quad are (listened, listening) to the candidates. What will be an ideal response?