college prep class

Question

1. According to the Conference Board of Canada's Employability Skills 2000 +, the fundamental skills sought by employers include:

Answer 1

A. communication, managing information, and using numbers.

Answer 2

B. demonstrating a positive attitude, being responsible, and being adaptable.

Answer 3

C. working with others, participating in projects and tasks, and working safely.

Answer 4

D. being adaptable, participating in projects and tasks, and thinking and solving problems.

Answer 5

A. communication, managing information, and using numbers.

Answer 6

B. demonstrating a positive attitude, being responsible, and being adaptable

Answer 7

C. working with others, participating in projects and tasks, and working safely.

Answer 8

D. being adaptable, participating in projects and tasks, and thinking and solving problems.

Answer 9

A. communication, managing information, and using numbers.

Answer 10

B. demonstrating a positive attitude, being responsible, and being adaptable.

Answer 11

C. working with others and participating in projects and tasks.

Answer 12

D. being adaptable, participating in projects and tasks, and working safely.

Answer 13

A. Prepare, Organize, Work, Effort, Re-evaluate.

Answer 14

B. Prepare, Organize, Work, Evaluate, Rethink.

Answer 15

C. Plan, Organize, Work, Effort, Re-evaluate.

Answer 16

D. Prepare, Organize, Worry, Effect, Rethink

Answer 17

B. specific.

Answer 18

C. measurable.

Answer 19

D. non-specific

Answer 20

B. revenue-based.

Answer 21

C. measurable

Answer 22

D. non-specific.

Answer 23

B. revenue-based.

Answer 24

C. measurable

Answer 25

D. achievable.

Answer 26

A. time-bound

Answer 27

B. achievable

Answer 28

C. realistic

Answer 29

D. measurable

Answer 30

A. Effort produces success.

Answer 31

B. Luck produces success.

Answer 32

C. Brains produce success.

Answer 33

D. Muscles produce success.

Answer 34

A. You should take responsibility for your failures.

Answer 35

B. You should take responsibility for your successes.

Answer 36

C. You should take responsibility for your failures and your successes.

Answer 37

D. You should not take responsibility for your failures.

Answer 38

A. Read/write

Answer 39

B. Visual/graphic

Answer 40

C. Auditory/verbal

Answer 41

D. Tactile/kinesthetic

Answer 42

A. Read/write

Answer 43

B. Visual/graphic

Answer 44

C. Auditory/verbal

Answer 45

D. Tactile/kinesthetic

Answer 46

A. Read/write

Answer 47

B. Visual/graphic

Answer 48

C. Auditory/verbal

Answer 49

D. Tactile/kinesthetic

Answer 50

A. Read/write

Answer 51

B. Visual/graphic

Answer 52

C. Auditory/verbal

Answer 53

D. Tactile/kinesthetic

Answer 54

A. Are you smart?

Answer 55

B. How smart are you?

Answer 56

C. How are you smart?

Answer 57

D. How do you know you are smart?

Answer 58

A. involving interacting with others.

Answer 59

B. involving understanding of oneself

Answer 60

C. in the production and use of language.

Answer 61

D. in spatial configurations.

Answer 62

A. You have a variety of learning styles, striving styles, and intelligences.

Answer 63

B. Your style reflects your preferences regarding which abilities you like to use, not the abilities themselves.

Answer 64

C. Your style never changes over the course of your life.

Answer 65

D. You should work on improving your less-preferred styles.

Answer 66

A. You have a variety of learning styles, striving styles, and intelligences.

Answer 67

B. Your style reflects your preferences regarding which abilities you like to use, not the abilities themselves.

Answer 68

C. Your style may change over the course of your life.

Answer 69

D. You should always use the styles that you prefer so that you become even stronger in those styles.

Answer 70

A. Dyslexia is a learning disability.

Answer 71

B. Attention deficit hyperactivity disorder is a learning disability

Answer 72

C. There is a relationship between learning disabilities and IQ. (

Answer 73

D. There is no relationship between learning disabilities and IQ.

Answer 74

A. Auditory processing disorder

Answer 75

B. Dyslexia

Answer 76

D. Narcolepsy

Answer 77

A. tasks and activities that one needs to do, rank-ordered from least important to most important.

Answer 78

B. tasks and activities that one wants to do, rank-ordered from most important to least important.

Answer 79

C. tasks and activities that one needs and wants to do, rank-ordered from most important to least important.

Answer 80

D. tasks and activities that one needs and wants to do, rank-ordered from least important to most important.

Answer 81

A. by identifying priorities for each day.

Answer 82

B. by identifying priorities for each week.

Answer 83

C. by identifying priorities for the month.

Answer 84

D. by identifying priorities for an entire term.

Answer 85

A. urgent and important.

Answer 86

B. urgent but not important.

Answer 87

C. important but not urgent.

Answer 88

D. not important and not urgent.

Answer 89

A. urgent and important.

Answer 90

B. urgent but not important.

Answer 91

C. important but not urgent.

Answer 92

not important and not urgent.

Answer 93

A. urgent and important.

Answer 94

B. urgent but not important.

Answer 95

C. important but not urgent.

Answer 96

D. not important and not urgent.

Answer 97

A. urgent and important.

Answer 98

B. urgent but not important.

Answer 99

C. important but not urgent

Answer 100

D. not important but not urgent.

Answer 101

A. Every priority is not as important as every other, and all priorities are not equally urgent

Answer 102

B. Every priority is not as important as every other, but all priorities are equally urgent.

Answer 103

C. Every priority is as important as every other, and all priorities are not equally urgent.

Answer 104

D. Every priority is as important as every other, and all priorities are equally urgent.

Answer 105

A. a schedule showing the weeks of a term or semester

Answer 106

B. a schedule showing all regular, prescheduled activities due to occur in the week.

Answer 107

C. a schedule showing the tasks, activities, and appointments due to occur during the day.

Answer 108

D. the same as an electronic calendar.

Answer 109

A. that it works for tactile learners.

Answer 110

B. that it is erasable.

Answer 111

C. that it includes every week of the term.

Answer 112

D. that it includes every week of the term and seven days per week

Answer 113

A. colour.

Answer 114

B. bottlenecks.

Answer 115

C. symbols.

Answer 116

D. different fonts.

Answer 117

A. colour.

Answer 118

B. bottlenecks

Answer 119

C. symbols.

Answer 120

D. different fonts.

Answer 121

A. Daily to-do list

Answer 122

B. Master calendar

Answer 123

C. Weekly timetable

Answer 124

D. Workback

Answer 125

A. You don't need to complete a daily to-do list if you have a master calendar

Answer 126

B. You need to complete a daily to-do list if you have a master calendar

Answer 127

C. You need to complete a weekly timetable if you have a daily to-do list.

Answer 128

D. You need to complete a master calendar before completing a weekly timetable.

Answer 129

A. If you estimate that you'll need 5 hours to study for a midterm, set up a single block of 5 hours.

Answer 130

B. If you estimate that you'll need 5 hours to study for a midterm, book off work for the whole week.

Answer 131

C. If you estimate that you'll need 5 hours to study for a midterm, block off a day.

Answer 132

D. If you estimate that you'll need 5 hours to study for a midterm, set up two or even three blocks that total 5 hours.

Answer 133

A. Months or weeks in advance

Answer 134

B. A minimum of one week in advance

Answer 135

C. Days in advance

Answer 136

D. One day in advance

Answer 137

A. Months or weeks in advance

Answer 138

B. A minimum of one week in advance

Answer 139

C. Days in advance

Answer 140

D. One day in advance

Answer 141

A. just say yes.

Answer 142

B. just say no.

Answer 143

C. just do it.

Answer 144

D. just be prepared.

Answer 145

A. study in groups.

Answer 146

B. make an appointment with yourself

Answer 147

C. stay connected to your peers with social media.

Answer 148

D. never deviate from your schedule.

Answer 149

A. get your head in the game.

Answer 150

B. get out of town.

Answer 151

C. get away from it all.

Answer 152

D. get with the program.

Answer 153

A. we concentrate best when our environment is silent.

Answer 154

B. we concentrate best when our environment is noisy.

Answer 155

C. we concentrate best when our favourite music is playing.

Answer 156

D. we concentrate best when classical music is playing.

Answer 157

A. e-security threats.

Answer 158

B. time management.

Answer 159

C. stress management.

Answer 160

D. e-distractions.

Answer 161

A. to ignore them.

Answer 162

B. to welcome them.

Answer 163

C. to set aside a specific time each day to deal with them.

Answer 164

D. to consider them essential.

Answer 165

A. always saying no.

Answer 166

B. always saying yes.

Answer 167

C. reacting differently, depending on the attractiveness of the opportunity

Answer 168

D. anticipating patterns and planning your reaction

Answer 169

A. accomplish the task in the most efficient way possible.

Answer 170

B. put in as much effort as you feel is necessary at the time.

Answer 171

C. do regular tasks differently every time.

Answer 172

D. avoid all electronic devices.

Answer 173

A. accomplish the task in the most effective way possible.

Answer 174

B. match the amount of effort you expend to the importance of the task

Answer 175

C. do regular tasks differently every time.

Answer 176

D. avoid all electronic devices.

Answer 177

A. that you are merely delaying the inevitable.

Answer 178

B. that interruptions and crises are imposed by others.

Answer 179

C. that we make up interruptions and crises.

Answer 180

D. that there are a lot of social networking opportunities.

Answer 181

A. Leave it until later

Answer 182

B. Break it into several small tasks

Answer 183

C. Ask the professor for an extension

Answer 184

D. Use a template

Answer 185

A. increase in time allowed to complete the task.

Answer 186

B. decrease in task difficulty.

Answer 187

C. increase in task difficulty.

Answer 188

D. increase in quality of product.

Answer 189

A. Procrastination is the habit of putting off tasks that do not need to be accomplished.

Answer 190

B. Bottlenecks let you predict periods of free time when you may be handle more work.

Answer 191

C. There should be a relationship between effort expended and importance of task.

Answer 192

D. Start with the hardest part of a task and then do the simpler parts.

Answer 193

A. You should automatically accept new job responsibilities

Answer 194

B. You should ask your employer about flextime.

Answer 195

C. You should take class notes to review during slack time on the job, given agreement from your employer

Answer 196

D. You should use your lunch hour effectively.

Answer 197

A. Significantly reduce the time spent with children.

Answer 198

B. Rest when your child is resting.

Answer 199

C. Allow your children to watch as much television as they want.

Answer 200

D. Ask for support from siblings and other family members.

Answer 201

A. You should accomplish every item on your to-do list.

Answer 202

B. You should review your daily to-do list at the end of the day.

Answer 203

C. You should reassess your priorities daily

Answer 204

D. You should build in more free time

Answer 205

A. only for soldiers who need to memorize vast quantities of material.

Answer 206

B. only for lengthy technical manuals.

Answer 207

C. for reading and understanding all types of material.

Answer 208

D. for reading, but not necessarily understanding, all types of material.

Answer 209

A. survey, question, read, recite, and review

Answer 210

B. survey, question, read, reread, and recite.

Answer 211

C. survey, question, rote, read, and review.

Answer 212

D. survey, quantify, read, reread, and recite.

Answer 213

A. prefaces, outlines, and endnotes.

Answer 214

B. prefaces, chapter previews, and learning outcomes.

Answer 215

C. prefaces, indexes, and glossaries.

Answer 216

D. prefaces, bibliographies, and further reading sections.

Answer 217

A. questioning the purpose of the material you are about to read, and your goal in reading it.

Answer 218

B. questioning the point of view of the material you are reading and the credibility of the writer.

Answer 219

C. questioning the purpose and the point of view of the material, and the credibility of the writer.

Answer 220

D. querying the length of time it takes to read the material.

Answer 221

A. scanning, or familiarizing yourself with the materials that surround the core text.

Answer 222

B. surveying, or familiarizing yourself with the materials that surround the core text

Answer 223

C. skimming, or reading deeply to determine every nuance of the material.

Answer 224

D. scanning, or reading while looking for key words in the material.

Answer 225

A. You don't need to survey the materials surrounding the core text before reading the core text.

Answer 226

B. You need to survey before you question the point of view of the material you are reading.

Answer 227

C. You don't need to read every word of the material at the Review stage.

Answer 228

D. You should check out the advance organizers, or to create your own, to pave the way for subsequent learning.

Answer 229

A. skimming material to be read and sketching out a general outline.

Answer 230

B. checking out end-of-chapter review material.

Answer 231

C. skimming, sketching a general outline, and checking end-of-chapter review material.

Answer 232

D. forecasting the questions that might be asked on the test on this material.

Answer 233

A. They allow you to approach each new reading task as something entirely new and unrelated.

Answer 234

B. They allow you to tie old information to new information.

Answer 235

C. They allow you to build memories.

Answer 236

D. They are comprised of broad, general ideas.

Answer 237

A. If you question the purpose of the material and your goal in reading it, you can determine which reading strategy to adopt.

Answer 238

B. If you question the point of view of the material and the credibility of the author, you can put the material in context.

Answer 239

C. If you question the purpose of the material, your reading goal, the point of view of the material, and the credibility of the author, you can determine a reading strategy and put the material in context

Answer 240

D. Developing your own sample test questions will ensure you know the material.

Answer 241

A. Enough time

Answer 242

B. Copy of the assignment

Answer 243

C. Highlighter

Answer 244

D. Dictionary

Answer 245

A. your highlighter colour.

Answer 246

B. your attention span.

Answer 247

C. your textbook's weight.

Answer 248

D. when your assignment is due.

Answer 249

A. don't need to prepare for a reading assignment.

Answer 250

B. don't need to read to prepare for class.

Answer 251

C. can sustain attention for relatively lengthy periods without getting jumpy.

Answer 252

D. often get jumpy when reading.

Answer 253

A. Read the entire assignment in one time period

Answer 254

B. Keep distracting thoughts at bay by listening to music

Answer 255

C. Deal with distractions immediately and as they come up

Answer 256

D. Plan to take several short breaks to reward yourself while you're reading

Answer 257

A. reading while eating small snacks.

Answer 258

B. reading as quickly as possible.

Answer 259

C. reading one sentence at a time.

Answer 260

D. break up the assignment into several smaller chunks.

Answer 261

A. read the material while listening to music.

Answer 262

B. recite the material aloud while reading it.

Answer 263

C. run on a treadmill while reading.

Answer 264

D. re-engage with the material.

Answer 265

A. reading in small bites.

Answer 266

B. dealing with mental distractions.

Answer 267

C. making notes to yourself in your own words.

Answer 268

D. highlighting or underlining key points.

Answer 269

A. no more than 10 words should be highlighted per page.

Answer 270

B. no more than 10% of the material should be highlighted.

Answer 271

C. no more than 20% of the material should be highlighted.

Answer 272

D. more is better.

Answer 273

A. your own personal notes, numbering, and paraphrasing of key points

Answer 274

B. your own underlining and highlighting.

Answer 275

C. everything that personalizes the reading for you: notes, numbering, paraphrasing of key points, underlining, highlighting.

Answer 276

D. nothing to distract you from the text on the page.

Answer 277

A. sitting where you can nod off without offending your instructor.

Answer 278

B. sitting where you can be near your lab partner.

Answer 279

C. sitting where the instructor cannot make eye contact with you.

Answer 280

D. sitting where the instructor can make eye contact with you, usually front and center.

Answer 281

A. skimming your notes from the previous lecture.

Answer 282

B. drinking a caffeinated beverage.

Answer 283

C. doing stretches in the hallway before the class starts.

Answer 284

D. spending half an hour doing as much of the readings as you can.

Answer 285

A. write down everything the instructor says.

Answer 286

B. use a laptop to take notes even if your instructor does not permit its use.

Answer 287

C. leave your textbook at home so you have more room to carry notebooks.

Answer 288

D. engage in active listening to write only what is necessary.

Answer 289

A. Hearing is voluntary.

Answer 290

B. Active listening is involuntary.

Answer 291

C. Hearing involves concentration.

Answer 292

D. Active listening involves concentration.

Answer 293

A. An example that the instructor provides

Answer 294

B. An explanation that the instructor provides

Answer 295

C. The underlying main ideas that a communicator is seeking to convey

Answer 296

D. The supporting information that the communicator conveys

Answer 297

A. The intentional act of focusing on what is being said

Answer 298

B. The unintentional act of focusing on what is being said

Answer 299

C. The intentional act of hearing, especially at work

Answer 300

D. The unintentional act of hearing, especially in a lecture hall

Answer 301

A. note the examples and supporting information by an instructor.

Answer 302

B. note the repetition of an idea by the instructor.

Answer 303

C. ignore the repetition by an instructor of an idea.

Answer 304

D. ignore certain phrases such as "don't forget" and "you need to know."

Answer 305

A. to get a sense of how long the lecture will be.

Answer 306

B. to sense how the instructor expresses enthusiasm.

Answer 307

C. to judge the relative importance of ideas

Answer 308

D. to find out how much he/she repeats an idea.

Answer 309

A. You should not use abbreviations.

Answer 310

B. You should not use phrases.

Answer 311

C. You should not transcribe every word the instructor utters.

Answer 312

D. You should write in full sentences.

Answer 313

A. you should check its validity.

Answer 314

B. you should use abbreviations.

Answer 315

C. you should copy it down.

Answer 316

D. you should look it up later.

Answer 317

A. Questions will help you evaluate the instructor's credibility.

Answer 318

B. Questions will help you to stay awake.

Answer 319

C. Questions will help you to evaluate, clarify, and personalize the material.

Answer 320

D. Questions will demonstrate your knowledge of the material.

Answer 321

A. taking notes that summarizes ideas in short phrases and indicates the relationships.

Answer 322

B. structuring one's written notes into three categories.

Answer 323

C. structuring written material by graphically grouping key ideas and themes..

Answer 324

D. creating PowerPoint handouts using instructor's slides.

Answer 325

A. taking notes that summarizes ideas in short phrases and indicates the relationships.

Answer 326

B. structuring one's written notes into three categories.

Answer 327

C. structuring written material by graphically grouping key ideas and themes.

Answer 328

D. creating PowerPoint handouts using instructor's slides.

Answer 329

A. main notes, cues and questions, and visuals.

Answer 330

B. main notes, headings, and a summary.

Answer 331

C. main notes, cues and questions, and a summary

Answer 332

D. cues and questions, clues, and a summary.

Answer 333

A. wait as long as possible to review your notes.

Answer 334

B. review your notes only on the day of the test.

Answer 335

C. review your notes just after the class has ended

Answer 336

D. review your notes only if you think you missed something.

Answer 337

A. amend (add to) your notes if necessary.

Answer 338

B. avoid marking up the notes you took in class.

Answer 339

C. do nothing to improve or devalue your notes.

Answer 340

D. play classical music when reviewing them.

Answer 341

A. think of them in terms of a single lecture or single class.

Answer 342

B. keep distracting thoughts at bay by listening to music.

Answer 343

C. avoid marking up the notes you took in class.

Answer 344

D. think critically about the material.

Answer 345

A. A study note

Answer 346

B. An index card that contains a key piece of information that you wish to remember

Answer 347

C. An index card that you can smuggle into a test

Answer 348

D. An index card that has the notes from one class written on it

Answer 349

A. A table of contents

Answer 350

B. A list of class notes

Answer 351

C. A list of definitions

Answer 352

D. A list of key topics

Answer 353

A. To record clearly what you are supposed to do, and when you are supposed to do it; and what others are supposed to do

Answer 354

B. To pay attention during the meeting

Answer 355

C. To account for the time spent in a meeting

Answer 356

D. To record the attendees at a meeting

Answer 357

A. to engage in the act of hearing.

Answer 358

B. to engage in active listening.

Answer 359

C. to engage in buzzword bingo.

Answer 360

D. more is better.

Answer 361

A. Completing only the assignments that count heavily toward the course

Answer 362

B. Completing all assignments and reviewing feedback

Answer 363

C. Reading assigned chapters the night before the test

Answer 364

D. Attending the class before the test

Answer 365

A. cramming the night before.

Answer 366

B. remembering small details from the textbook.

Answer 367

C. listing facts and the connections between them.

Answer 368

D. reviewing a list of the facts.

Answer 369

A. cramming the night before.

Answer 370

B. listing the connections between facts.

Answer 371

C. answering potential questions aloud.

Answer 372

D. recalling specific, detailed information

Answer 373

A. inevitable.

Answer 374

B. long-term.

Answer 375

C. cramming

Answer 376

D. brainstorming.

Answer 377

A. visualizing completion.

Answer 378

B. visualizing success.

Answer 379

C. breathing deeply and loudly.

Answer 380

D. breathing evenly and focusing your mind.

Answer 381

A. imagining you are somewhere other than the test.

Answer 382

B. imagining the test is done.

Answer 383

C. imagining your instructor handing back your test.

Answer 384

D. imagining your instructor handing back your test marked with an A.

Answer 385

A. skim the entire textbook quickly.

Answer 386

B. make as many study notes as time permits.

Answer 387

C. concentrate on the main focus of the course.

Answer 388

D. start making index cards.

Answer 389

A. they haven't put in enough effort.

Answer 390

B. they have put in enough effort.

Answer 391

C. they don't have enough ability to be successful.

Answer 392

D. the instructor set a test that was too hard.

Answer 393

A. they haven't put in enough effort.

Answer 394

B. they have put in enough effort.

Answer 395

C. they don't have enough ability to be successful.

Answer 396

D. the instructor set a test that was too hard.

Answer 397

A. will stay in your mind longer than the time it took to enter.

Answer 398

B. may leave your mind as quickly as it entered.

Answer 399

C. will still be there when you study for the final.

Answer 400

D. may result in better marks than studying with appropriate techniques.

Answer 401

A. Your study notes and your textbook.

Answer 402

B. Your cell phone, your iPod, and some gum.

Answer 403

C. A watch, a cell phone, and two pens.

Answer 404

D. A watch, two pens, and your study notes

Answer 405

A. take several deep breaths.

Answer 406

B. read the test instructions carefully.

Answer 407

C. listen carefully to what the instructor says.

Answer 408

D. learn the weighting of the marks.

Answer 409

A. It will help to increase your anxiety.

Answer 410

B. It will help you to master the answers.

Answer 411

C. It will help you allocate your time

Answer 412

D. It will help you to write legibly.

Answer 413

A. jot them down immediately on a piece of scrap paper

Answer 414

B. look for the questions that need this information.

Answer 415

C. keep them in the back of your mind for later on in the test.

Answer 416

D. answer the easiest questions first.

Answer 417

A. eliminating answers in which there are unfamiliar words.

Answer 418

B. selecting choice ‘c' when no other answer seems correct.

Answer 419

C. eliminating obviously false answers.

Answer 420

D. eliminating obviously false answers and selecting the most likely answer that remains.

	Erstellt von Raquel Lindsay-M vor fast 9 Jahre

Nächster

college prep class

Beschreibung

Zusammenfassung der Ressource

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