The reader learns from the text that John Doe achieved success rapidly. This is indicated by several key points:
1. Awarded Honorary Degree: John Doe was awarded an Honorary Degree by the University of Newcastle in 1910. Honorary degrees are typically conferred as a recognition of a person's outstanding achievements or contributions to a particular field. The fact that he received this honor suggests he had already achieved significant success by that time.
2. Generosity to University: The text mentions Doe's generosity to the University of Newcastle, enabling it to contribute to pioneering research into tropical diseases. Generosity of this scale often comes from individuals who have achieved considerable success and have the means to support institutions financially.
3. Humanitarian Work in Southern Africa: It is noted that John Doe was involved in humanitarian work in southern Africa, specifically in improving the working conditions of local mine workers. This demonstrates a level of influence and success, as well as a commitment to social causes.
4. Recognition of Abilities in Youth: The text suggests that those who knew John in his youth recognized his abilities, including fierce determination, a desire to succeed, and an extraordinary ability to acquire knowledge. These traits are often associated with individuals who go on to achieve success in their endeavors.
From these points, it's evident that John Doe's success was not only recognized by others but also acknowledged through honors and achievements, indicating a rapid rise to success.
The word in the passage that has the same meaning as "residences" is "habitations."
"Residences" refers to places where people live or dwell.
"Habitations" also refers to places where people live or dwell. It is often used to describe dwellings or residences in a more formal or ancient context.
In the context of the passage, both "residences" and "habitations" are used to describe the caves that have been transformed into homes for people to live in. Therefore, "habitations" is the word in the passage that has the same meaning as "residences."
The main idea of the passage is that art is a difficult and complex form to explain.
1. Complexity of Defining Art: The passage begins by stating that many argue that art cannot be defined, suggesting that it is a topic of debate and complexity. This implies that defining art is not a straightforward task.
2. Diverse Range of Activities: The passage highlights that art encompasses a diverse range of human activities, creations, and ways of expression, including music, literature, film, sculpture, and paintings. This diversity further adds to the complexity of defining art.
3. Exploration in Philosophy: The passage mentions that the meaning of art is explored in a branch of philosophy known as aesthetics. While this indicates a connection between art and philosophy, it does not imply that art is similar to philosophy according to Wikipedia.
4. Wikipedia Reference: The mention of Wikipedia at the end of the passage is somewhat tangential and does not represent the main idea of the passage. It simply notes where the information about aesthetics is claimed to come from.
Therefore, the main idea of the passage is that art is a difficult and complex form to explain, as evidenced by the ongoing debate about its definition and its diverse range of expressions and activities.
The main message of the text is that differing opinions on slavery contributed to the Civil War.
1. Foreshadowing: The text discusses how certain resolutions, which demanded safeguarding slavery to an extent that it almost introduced it into free states, foreshadowed events that led to the Civil War. This indicates that differing opinions on slavery played a significant role in shaping the events that led to the war.
2. Democratic Platform of 1860: The text mentions the Democratic platform of 1860, which led to a split in the Democratic Party and ultimately to the victory of the Republicans under Lincoln. This split was largely due to differing opinions on slavery, with some advocating for its protection and expansion while others opposed it.
3. Secession and Civil War: It states that the subsequent secession of the more radical southern states and the Civil War were inevitable consequences of the North's bitter resentment towards pro-slavery demands. This further underscores how differing opinions on slavery were a major factor contributing to the outbreak of the Civil War.
Based on these points, the best summary of the main message is that differing opinions on slavery played a significant role in contributing to the Civil War.
The passage implies that the current cost of generating electricity constitutes at most half of the delivered price of electricity.
1. Cost of Generating Electricity: The passage mentions that the technology for capturing carbon dioxide emitted by power plants and sequestering it underground or undersea might double the cost of generating electricity. This implies that the cost of generating electricity would increase significantly due to this technology.
2. Effect on Delivered Prices: However, the passage also states that while the cost of generating electricity might double, the cost of electricity transmission and distribution would not be affected by carbon dioxide sequestration. As a result, delivered prices would rise less, by no more than 50 percent. This implies that the cost of generating electricity, even with the added expense of carbon dioxide capture technology, would constitute at most half of the delivered price of electricity.
3. Impact of Technology Research: Additionally, the passage suggests that ongoing research into better technologies for capturing carbon dioxide will likely lead to lowered costs, which could further decrease the impact of generating electricity on delivered prices.
Therefore, based on the information provided in the passage, it can be inferred that the current cost of generating electricity constitutes at most half of the delivered price of electricity.
The statement that is NOT true about essays according to the text is:
"Essays are basically what your lecture has said throughout the course."
1. Assessment Tool: The text states that essays are used as an assessment tool to evaluate your ability to research a topic, construct an argument, and demonstrate your understanding of subject content. This implies that essays serve as a means of assessment for these skills, making the statement "Essays are a means of assessment of the ability to research" true.
2. Insights into Course Aspects: The text mentions that essays provide an opportunity to explore in greater depth aspects of the course, such as theories, issues, texts, etc. This implies that essays offer better insights into various aspects of the course beyond what is covered in lectures, making the statement "It provides better insights into many aspects of the course" true.
3. Formal Academic Style: The text emphasizes that essays should be written in a formal academic style. This implies that essays provide an opportunity to express your thoughts through a formal manner, making the statement "You can express your thought through a formal manner" true.
4. Not a Regurgitation of Lectures: The text explicitly states that essays are not a 'regurgitation' of everything covered in lectures throughout the course. Instead, they are an opportunity to explore topics in greater depth and articulate your own ideas. This implies that essays are not simply a repetition of lecture content, making the statement "Essays are basically what your lecture has said throughout the course" false.
Therefore, based on the information provided in the text, the statement that essays are basically what your lecture has said throughout the course is not true.
The aim of the author is to introduce a new academic subject that combines history and literary studies.
1. Integration of History and Literary Studies: The passage discusses how there has been a "linguistic turn" in history and a "historical turn" in literary studies in recent years. It emphasizes the combination of these two subjects, highlighting the strengthening of their relationship and the benefits of integrating their methodologies and skills. <br.
2. Benefits of Combination: The author explains that knowledge of the past contextualizes literary artefacts, while the forensic literary skills of linguists are vital for interrogating historical documents. Additionally, historians need to be aware of literary elements in the creation of their sources and arguments, and linguists need to appreciate the social and political concerns in literary works.
3. Bringing Skills Together: The passage concludes by stating that this degree brings together the skill sets of historians and linguists, implying the creation of a new academic subject that combines elements of both disciplines.
Therefore, the primary aim of the author is to introduce and emphasize the value of a new academic subject that integrates history and literary studies, rather than simply listing skills or differentiating between the two subjects.
The writer suggests that a student might repeat themselves in an essay to increase its length.
1. Old Tricks: The passage mentions that "many of the old tricks – such as using elevated language, or repeating yourself so that you might meet a ten-page requirement – will fail you now." This indicates that repeating oneself was considered an ineffective strategy in college writing.
2. Failure in College Writing: The passage implies that strategies like repeating oneself were effective in high school but are not suitable for college writing. It suggests that such tactics, including repetition, will not serve students well in college.
3. Lengthening Essays: When the passage mentions "repeating yourself so that you might meet a ten-page requirement," it directly indicates that one reason for repeating oneself in an essay is to increase its length to meet specific requirements, such as a ten-page requirement.
Therefore, based on the passage, the writer implies that a student might repeat themselves in an essay to increase its length, especially to meet certain page requirements.
The process described for submitting a paper addresses the problem of students copying others' work.
1. eclaration Requirement: The passage instructs students to copy a declaration and paste it at the top of their title page before submitting their assignment. This declaration states that the assignment is original and has not been submitted elsewhere. It also acknowledges that the assessor may reproduce the assignment and provide copies to other faculty members or communicate it to a plagiarism checking service.
2. Purpose of Declaration: The purpose of this declaration is to ensure academic integrity and honesty. By requiring students to affirm that their work is original and has not been submitted elsewhere, it aims to deter plagiarism and unauthorized collaboration.
3. Plagiarism Prevention: By explicitly stating the declaration requirement and explaining the consequences of submitting plagiarized work, the submission process helps prevent students from copying others' work. It emphasizes the importance of originality and the consequences of academic dishonesty.
Therefore, the described submission process addresses the problem of students copying others' work by reinforcing the requirement for originality and acknowledging the consequences of plagiarism.
The passage suggests that climate change will bring drought to Australia.
1. Long-standing Drought and Water Shortages: The passage mentions a long-standing drought and serious water shortages in Australia, indicating that the country is already experiencing drought conditions. This suggests that climate change is exacerbating these issues, as drought is often associated with climate change.
2. Focus on Climate Change: The passage states that the long-standing drought and serious water shortages have focused much attention on climate change in Australia. This implies that the drought and water shortages are seen as symptoms or effects of climate change.
3. Warning of Higher Temperatures: The passage also warns that higher temperatures could leave Australia at the mercy of more severe droughts. This indicates that climate change is expected to bring about more severe drought conditions in the future.
Based on this information, the passage suggests that climate change will bring more severe droughts to Australia.
The correct statement inferred from the text is:
"Most primary pupils are in mixed-ability classes."
1. Classroom Organization: The text describes that most government primary schools in the Turks and Caicos Islands organize pupils into single-grade classrooms, where pupils are generally grouped by age into mixed-ability classes. This indicates that the majority of primary pupils are indeed in mixed-ability classes.
2. Multigrade Classes: While there are three schools that operate with multigrade groupings due to their small pupil numbers, these are exceptions rather than the norm. The text mentions that these multigrade classes serve communities with small populations whose children cannot travel to larger primary schools. Therefore, it cannot be concluded that most primary pupils are in multigrade classes.
3. Parental Choice: The text does not mention parental choice regarding the type of class their child attends. It primarily focuses on the organization of primary schooling and does not provide information about parental decision-making in this context.
4. Primary Pupils and Mixed-Ability Classes: Given that most government primary schools organize pupils into mixed-ability classes, it can be inferred that the majority of primary pupils are indeed in these types of classes.
Therefore, based on the information provided, the conclusion that "Most primary pupils are in mixed-ability classes" is supported by the text.
