Nursing Elites

1. Which of the following sources would be the best to understand the suspense genre better?

• A. A public library's digital catalog
• B. The online reviews of the genre
• C. A New York Times bestseller list
• D. An encyclopedia entry about the suspense genre

Correct answer: D

Rationale: The correct answer is D, an encyclopedia entry about the suspense genre. This choice would be the best source to understand the suspense genre better as it provides a comprehensive and detailed overview of the genre's history, characteristics, and key elements. Option A, a public library's digital catalog, may list suspense novels available but does not offer in-depth information about the genre itself. Option B, online reviews of the genre, are subjective opinions and may not provide a holistic view of the genre. Option C, a New York Times bestseller list, showcases popular titles but doesn't delve into the specifics of the suspense genre.

2. To which section of the library should Jorgen go to locate these works?

• A. 100
• B. 200
• C. 700
• D. 800

Correct answer: D

Rationale: Jorgen should go to Section 800 to locate The Iliad and The Odyssey by Homer. These works are literary masterpieces and would be categorized under literature in the library. While sections 100, 200, and 700 cover Philosophy and psychology, Religion, and Arts and recreation respectively, they are not the most suitable sections for finding works of literature like The Iliad and The Odyssey.

3. What can the reader infer from this passage?

• A. The children tortured Gulliver.
• B. Gulliver traveled because he wanted to meet new people.
• C. Gulliver is considerably larger than the children who are playing around him.
• D. Gulliver has a genuine love and enthusiasm for people of all sizes.

Correct answer: C

Rationale: The correct answer is C. In the passage, it is mentioned that the children play in Gulliver's hair, implying that he is considerably larger than them. This suggests that Gulliver is of a significant size compared to the children. Choice A is incorrect as there is no indication of the children torturing Gulliver in the passage. Choice B is incorrect because the passage does not mention Gulliver's reason for traveling. Choice D is incorrect as the passage does not provide evidence of Gulliver's love and enthusiasm for people of all sizes.

4. Why did Julia not return to work after the alarm?

• A. She was embarrassed that she could not finish the work her boss asked for.
• B. She was tired and wanted to go home.
• C. She got stuck in traffic and could not get back to her office.
• D. Her boss gave her the afternoon off.

Correct answer: C

Rationale: The most likely reason Julia did not return to work after the alarm is that she got stuck in traffic and could not get back to her office. The extract provides details about Julia's challenging morning, starting from being woken up early by lawn mowers, having a caffeine-free cup of coffee, facing traffic delays, arriving late at work, and receiving additional work from her boss. These events culminated in Julia deciding to leave after the fire alarm, indicating that being stuck in traffic was the primary reason for her absence. Choices A, B, and D are incorrect because there is no direct evidence in the provided extract to support them. Julia's actions suggest that her decision to leave was more related to external factors like traffic issues rather than internal feelings of embarrassment, tiredness, or being given time off by her boss.

5. Which of the following is an example of a secondary source that would be used in a documentary about World War I?

• A. an essay by a historian about the lasting effects of the war
• B. photographs of military equipment used in the war
• C. a recorded interview with a veteran who fought for the US Army
• D. letters written by soldiers to their families

Correct answer: A

Rationale: An essay by a historian about the lasting effects of the war is an example of a secondary source as it provides analysis and interpretation of primary sources like official documents, photographs, and letters. It offers a perspective that is based on research and not directly involved in the events, making it a valuable resource for understanding the historical context of World War I. Choice B, photographs of military equipment, is a primary source as it provides direct visual evidence from the time period. Choice C, a recorded interview with a veteran, is also a primary source as it offers firsthand accounts from someone directly involved in the events. Choice D, letters written by soldiers, are primary sources that offer insights into the personal experiences of individuals during the war.

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