Write the right answer to the question based on the context passage.

[EX Q]: In the 1970s I was a student nurse in psychiatry. I was rostered to the brain injury ward in a chronic hospital, where the patients had severe brain damage from tumours, car accidents, strokes, metabolic diseases, degenerative diseases, and alcoholism. Only about half were ambulant. Most had severely impacted recent and long term memories. They could not bathe or feed themselves. The majority sat most of the day in chairs lined along the sides of the day room. They were spoon-fed meals and wheeled into the toilet.
One of those patients was Connie S. She was maybe 55 yrs old and she spent a lot of the day screaming in her chair. She could not speak, walk, or cooperate. One nurse was very impatient with her and once I heard that nurse say to her, "You think the water is too hot, do you? Then have it cold!" as she bathed her in cold water. I remember standing up for her to that nurse.
I worked that ward for over a year and then, one day, just like that, Connie S. woke up. She suddenly began speaking and walking. She apparently remembered most of the things had had happened to her in the ward. Soon, she walked right out of that ward and never came back. As she left, she appeared dignified and so happy, so relieved.
I was too junior at that stage to know what her diagnosis was supposed to have been, but no-one expected her ever to leave. No-one left that ward. It was the end of the line. I remember being really glad that I had stood up for her and thinking how ashamed the nasty nurse must have been.
It is now many years later and I often think of this woman and wonder how she fared in her post-hospital life. Her name is not common, but every so often I meet people with the same name and ask them if they know of a relative to whom this happened, but, so far, no-one has known of her. Question: Who is the narrator of this episode?
[EX A]: The former student nurse who stood up for the 55-year-old woman, Connie

[EX Q]: New Year's resolutions are great, unless you don't really resolve to do anything. Then they become a list of wishes. Unless you are going to determine steps to make your wishes turn into goals AND you're going to follow through with those steps, you probably should not make New Year's resolutions.
Full disclaimer before we completely dive in: I'm not against setting goals. I have always been a goal setter and sometimes even a goal achiever. If you're the same, you may enjoy this audible, or if you're interested in developing and achieving SMART goals try this e-book or this book.
Why You Shouldn't Make New Year's Resolutions
You'll probably write the same things on a sheet of paper that you did the year before. Some of the common resolutions we've all heard are: Lose weight, exercise, spend less, save more, travel, go to church, and so on and so forth. There's a reason these are common. We hear them (or write them) time and time again and…nothing changes.
By mid-January, they'll be long forgotten. Maybe even before January 15th, they aren't a thought in our minds. They were good ideas two weeks prior (and the years before that), but that's what they have remained…ideas.
You didn't think of a route to your destination. Saving money sounds great, but do you know what you're already spending? Do you know what you need to cut and where you'll put that amount? Have you factored in your new gym membership? What will you do with it? Will the autodraft payment that comes out each month help you shed those pounds? What churches are in your area? Do they have programs your family will be interested in? Do you know when the services are?
You're overwhelmed. You try to better yourself constantly. Maybe. Let's say some of you try to better yourselves constantly. Which can be a good thing. But it can also be the reason you fail yourselves time and time again. You say yes when you should say no, sign up when you should wait a few more months, and have a list of ten New Year's resolutions when you should focus on two. Question: What is the author not against?
[EX A]: setting goals

[EX Q]: Creating a self portrait is not your typical selfie!
When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I'd have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting.
At least once during the year, likely toward the beginning, I would center a lesson around self portraits.
In younger classes, there would be more than one.
Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs?
It also teaches children spatial awareness. Where should he begin…with his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper?
A Lesson on Creating Self Portraits
Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old's drawing should look very different than that of a five-year-old.)
The teacher will need to model how to draw a self portrait.
Gather the children around an easel or board and clip a paper to it.
Narrate the process as you walk through the steps.
"I am going to draw a picture of myself. I am going to start with my head."
Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you're teaching in an English speaking classroom.) and build vocabulary for all students. Question: Who taught about self portraits?
[EX A]:
The author.

