Question: No one knows why we sleep, but it's certain that we need to. People who are prevented from sleeping begin to suffer obvious effects after a few days--they think less clearly, and they fall asleep during the working hours; some may have hallucinations . There are no rules about sleep. Generally speaking, grown-ups sleep about 7 and a half hours each night and probably more than 60 per cent get between seven and eight hours. But perhaps eight per cent are quite happy with 5 hours or less, and four per cent or so find that they want ten hours or more. If you feel all right, you're probably getting enough sleep. The important thing is not to worry how much other people get--their needs may be different. Exercise doesn't seem to increase the need for sleep--office workers, for example, sleep for about as long as people doing physically active work. Children sleep more than grown-ups--perhaps 14 to 18 hours soon after birth, going down to grown-up levels by early teenage. Sleep patterns also tend  to be different in the elderly, who may sleep less at night than they did when younger, find sleep getting more broken, and often make it a rule to sleep during the daytime. Whether you have got enough sleep is judged by  _  . A) how many hours you have slept B) how many hours you need to sleep C) whether you do exercise and physical work D) whether you feel fresh and energetic
Answer: D

Question: Another common type of reasoning is the search for causes and results.We want to know whether cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the decay of teeth.We are equally interested in effects: what is the effect of sulphur or lead in the atmosphere, of oil spills and raw sewage in rivers and the sea, of staying up late on the night before an examination? Causal reasoning may go from cause to effect or from effect to cause.Either way, we reason from what we know to what we want to find out.Sometimes we reason from an effect to a cause and then on to another effect.Thus, if we reason that because the lights have gone out, the refrigerator won't work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working).This kind of reasoning is called, for short, effect to effect.It is quite common to reason through an extensive chain of causal relations.When the lights go out we might reason in the following causal chain: lights out--power off--refrigerator not working--temperature will rise--milk will sour.In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the next. Causes are classified as necessary, sufficient, or contributory.A necessary cause is one which must be present for the effect to occur, as combustion  is necessary to drive a gasoline engine.A sufficient cause is one which can produce an effect unaided, though there may be more than one sufficient cause; a dead battery is enough to keep a car from starting, but faulty spark plugs or an empty gas tank will have the same effect.A contributory cause is one which helps to produce an effect but cannot do so by itself, as running through a red light may help cause an accident, though other factors -- pedestrians or other cars at the crossroads -- must also be present. In establishing or refuting  a causal relation it is usually necessary to show the process by which the alleged   cause... What the author discussed in the previous section is most probably about  _  . A) relationships between causes and results B) classification of reasoning C) some other common types of reasoning D) some special type of reasoning
Answer: C

Question: Since the end of World War I (WWI) in 1918,Canadians, and millions of others around the world have paused at the 11thhour of the 11thday of the 11thmonth to honour the sacrifices our soldiers have made in different wars, fighting for the freedoms that we all enjoy today. Known as Remembrance Day, the day originated as a tribute to the soldiers of WWI, a dark period for our young country, which claimed the lives of over 60,000 military personnel and civilians and over 16 million dead worldwide. As there are no more surviving soldiers of WWI,today we rely on the wisdom and words of those soldiers who fought in the wars that followed,and this day now also recognizes their heroic contribution. They tell us to always remember what those brave souls fought for, and all they ask in return is that we never forget. That's why we wear the red poppy  ;that's why when we see a soldier in uniform we should stop him or her and say "Thank you" ; that's why we take a pause from our busy lives for two short minutes today to honor that request. Yet this message is fading away, year after year. Take for example the terrible decision to allow parents to excuse students from Remembrance Day ceremonies at school. Not only is this disrespectful, it distances the student from his or her classmates. It is difficult to understand why any Canadian parent would want to remove their child from the time-honored tradition of reading the poem In Flanders Fields, while a wreath of poppies is laid. It is more important than ever to teach school-aged children about our history,no matter how violent it was. Sheltering them from the realities of war is a great disservice. Understanding why conflicts happened, or happen today, can help shape choices and decisions they make as adults. Of course, because we live in a free society, we cannot force an individual to do something. _ is unfortunate, but some parents now have their child "opt-out" of the services. These people should be reminded they are free to make such choices only because of the men... Which of the following is NOT mentioned as a Remembrance Day activity today? A) Stopping at 11a.m. to remember the war dead. B) Listening to stories told by WWI soldiers. C) Wearing a red poppy to show respect. D) Showing gratitude to soldiers in uniform.
Answer:
B