*Question*
Bullis School Visual   and Performing Arts Program is designed to advance a student's ability through artistic expression. Students will choose their Majors   and Minors   and will commit to each of these courses for the academic year. Courses are listed as follows: * Majors: Band, Choir  , Dance, Theater * Minors: Painting, Music Ensemble  , Visual Arts Arts course meetings will vary according to the term: * Fall Term: 3 Majors - 4 classes / course / week; 1 Minor - 2 classes / course / week * Winter Term: 2 Majors - 3 classes / course / week * Spring Term: 2 Majors - 3 classes / course / week; 2 Minors - 2 classes / course / week Descriptions of Majors: *Band: This class is designed to help students progress towards proficiency in a range of musical instruments. An audition   will only be required for students who are not current members of the band. Members of the band will be expected to take a weekly lesson with a private instructor. *Choir: Choir is a mixed vocal ensemble devoted to the study and performance of music from a wide range of traditions. The course is for students who want to learn to respond to different musical styles. The course also focuses on developing vocal skills. *Dance: This course is designed for students who have had little or no dance background. Students have the opportunity to explore the principles of dance skills, develop awareness and control the body. *Theater: The primary goal of this course is to introduce students with greater experience to the art of acting. More specifically, it allows students to recognize their own personal responses to a given situation and use these reactions to create individual and unique characters. Where can we most probably read this text? A) In a personal diary. B) In a science report. C) In an educational magazine. D) In an art textbook.
**Answer**
C

*Question*
"Oh, my God! Did I really just send that text?" Most people have said something that they wish they could take back. And if they had paused to think about it first, they probably would have acted differently. Pausing doesn't pay off just when you speak. Scientific studies have shown that making a habit of pausing before you do something can actually have a big impact on how your life turns out. In making decisions we rely on two areas of the brain. One area creates and processes emotions; the other governs logical thought. The type of decision, how we feel about it, and how prepared we are to handle it help determine which brain area has the most influence. But our age also plays an important role. Thinking through the consequences of one's actions is actually harder for teens because the area controlling logical thought is not fully developed until around age 25. This is why teens often feel an intense emotional drive to act impulsively--it's how their brains are structured! Though this tendency to act without considering the outcomes can lead to problematic situations, impulsivity during the developmental years evolves because it makes teens more open to new experiences and ideas. This openness helps teens become independent adults. The key to making impulsivity work for you--instead of against you--is to train your brain by practicing pausing. This doesn't mean you stop taking risks or being open to new experiences. But you won't know if the risk is worth it until you think it through. Deciding to take a risk based on logic shows self-control, not impulsivity. What are different ways to pause? You might take a deep breath, count to 10, or ask, "Is this worth it?" Different strategies work for different people. Whatever works for you, keep doing it! By practicing pausing, you can actually change your brain. This means that over time, pausing, instead of immediately reacting, becomes your "natural" response. And with this change, people are on their way to enjoying the life rewards that come with high levels... What challenges teenagers  _  ? A) Giving natural response. B) Making logical decision. C) Acting before thorough thinking. D) Choosing brain-training strategies.
**Answer**
B

*Question*
Below you will find a selection of helpful books to learn more about effective campaigns  and one-to-one permission email marketing and more. *  Advanced Email Marketing Email is specially brilliant: low cost, high speed, personal, moving , and interactive. But there's a big difference between knowing that email is a powerful marketing tool and proving it. --A1 $15.00 *  Sign Me Up! Imagine it: prospects   actually ask you to email your marketing information to them. At a time when people wouldn't give out their email addresses and don't believe most emails, it's harder than ever for ordinary marketers to separate their emails from waste emails.--A2 $13.00 *  The Quiet Revolution A revolution is taking place which will forever change the world of marketing. The strategies  and techniques that have served marketers for years will not only decline in effectiveness, but will begin to quietly decline the very brands and the customer relationships that companies have worked so hard to create. --A3 $18.00 *  Permission Marketing Seth Godin, one of the world's foremost online promoters, offers his best advice for advertising in Permission Marketing. Godin argues that business can no longer rely only on traditional forms of "interruption advertising" in magazines and mailings, or radio and television commercials.--A5 $19.05 *  TOTAL E-Mail Marketing Total E-Mail Marketing shows how to run effective e-mail campaigns aimed at both getting and keeping customers. The book covers much more than simply guidelines on e-mail creativity. It explains how to plan and carry out e-mail campaigns which connect with other online and offline communication. --A6 $39.5 *  Persuasive Online Copywriting: How to Take Your Words to the Bank This copy of the book offers the most comprehensive (and immediately usable) information on "how to make your website usable" in the fewest amount of pages possible. --A7 $31.4 The prices of all the books are between    _   . A) ten and forty dollars B) Fifteen and twenty dollars C) twenty and thirty dollars D) Thirty and forty dollars
**Answer**
A

*Question*
When I was in primary school, sometimes I would meet a girl of the same age as me. Lisa was never active, but she was always very sweet and nice. In the 5th grade she came to my class. She was absent  a lot , and one day I had the courage to ask why. She told me she was sick, and she explained she wore a wig  because her medicine made her lose her hair. We left it at that. Anytime Lisa came to class--seldom--I would hang around with her on the playground. I received much ridicule   from my friends for this because they thought I was ignoring them for Lisa. My family education taught me to be nice, and I felt Lisa's needs were much more important than others I knew. It had been months since Lisa was in our class, and one day our teacher was crying. She explained Lisa died the day before and would no longer be our classmate. She told us Lisa had fought a battle  with cancer for years. I was shocked. Lisa never spoke of her illness as if it could kill her. Well, all these years I have kept Lisa in my mind and heart. When I go through the important events in my life, I think of Lisa. I've had a strong wish recently to find her mother and father. I'd like to tell them that though they never met me, their daughter had a sweet effect on my life. I have no idea what her parents' first names are. I write to your column  and hope you can point me in the right direction. Lisa was such a lovely girl. Maybe her parents would be comforted by the fact that after all these years they are not the only ones who remember her. What did the author learn from Lisa? A) To put others' needs above yours. B) To keep your illness a secret. C) To be nice to everyone everywhere. D) To face challenges in life bravely.
**Answer**

D