Car Owner's Manual: Table of Contents: Chapter I: Vehicle Instruments Chapter II: Safety Options Chapter III: Audio, Climate, and Voice Controls Chapter IV: Pre-Driving and Driving Chapter V: Routine Maintenance Chapter VI: Emergencies Chapter VII: Consumer Resources   To which chapter should Regina turn if she needs to find out what to do if the car begins overheating?  

A. II

B. III

C. IV

D. VI

Answer Explanation:

Therefore, the Correct Answer is D.

Q #1: NOTE: The instructor of a history class has just finished grading the essay exams from his students, and the results are not good. The essay exam was worth 70% of the final course score. The highest score in the class was a low B, and more than have of the class of 65 students failed the exam. In view of this, the instructor reconsiders his grading plan for the semester and sends out an email message to all students.   Dear students: The score for the essay exam have been posted in the online course grade book. By now, many of you have probably seen your grade and are a little concerned.( And if you're not concerned, you should be- at least a bit!) At the beginning of the semester. , I informed the class that I have a strict grading policy and that all scores will stand unquestioned. With each class comes a new challenge, however, and as any good instructor will tell you, sometimes the original plan has to change. As a result, I propose the following options for students to make up their score: 1) I Will present the class with an extra credit project at the next course meeting. The extra credit project will be worth 150% of the point value of the essay exam that has just been completed. While I will not drop the essay exam score, I will give you more than enough of a chance to make up the difference and raise your overall score. 2) I will allowed each student to develop his or her own extra credit project. This project may reflect the tenor of option number 1 (above) but will allow the student to create a project more in his or her own line of interest. Bear in mind, however, that this is more of a risk. The scoring for option number 2 will be more subjective, depending on whether or not I feel that the project is a successful alternative to the essay exam. If it is, the student will be awarded up to 150% of the point value of the essay exam. 3) I will provide the class with the option of developing a group project. Students may form groups of 3 or 4 and put together an extra credit project that reflects a stronger response to the questions in the essay exam. This extra credit project will receive an equal score for the project, so there is a risk in this as well. If you are part of a group in which you do most of the work, each member of the group will receive equal credit for it. The purpose of the project is to allow students to work together and arrive at a stronger response than if each worked individually.   If you are interested in pursuing extra credit to make up for the essay exam, please choose one of the options above. No other extra credit opportunities will be provided for the course.   Good Luck! Dr. Edwards   Which of the following best describes the instructor's purpose in writing this email to his students?  

A. To berate students for the poor scores that they made on the recent essay exam.

B. To encourage students to continue working hard in spite of failure.

C. To give students the opportunity to make up the bad score and avoid failing the course.

D. To admit that the essay exam was likely too difficult for must students

Answer Explanation

The purpose of the instructor in writing this email is to encourage students to make up the bad score and avoid failing the course by proposing different options for them to make up their scores.
Q #2: Harriet Tubman was a runaway slave from Maryland who became known as the "Moses of her people." Over the course of 10 years, and at great personal risk, she led hundreds of slaves to freedom along the Underground Railroad, a secret network of safe houses where runaway slaves could stayeir journey north to freedom She later became a leader in the abolitionist movement, and during the Civil War she was a spy for the federal forces in South Carolina as well as a nurse   Harriet Tubman's name at birth was Araminte Ross. She was one of 11 children of Harriet and Benjamin Ross born into slavery in Dorchester County, Maryland. As a child, Ross was "hired out" by her master as a nursemaid for a small baby Ross had to stay awake all night so that the baby wouldn't cry and wake the mother. If Ross fell asleep, the baby's mother whipped her. From a very young age, Ross was determined to gain her freedom.   As a slave, Araminta Ross was scarred for life when she refused to help in the punishment of another young slave. A young man had gone to the store without permission, and when he returned, the overseer wanted to whip him. He asked Ross to help but she refused. When the young man started to run away, the overseer picked up a heavy iron weight and threw it at him. He missed the young man and hit Ross instead. The weight nearly crushed her skull and left a deep scar. She was unconscious for days, and suffered from seizures for the rest of her life.   In 1844, Ross married a free black named Jahe Tubman and took his last name. She also changed her first name, taking her mother's name, Harriet, in 1849, worried that she and the other slaves on the plantation were going to be soid, Tubman decided to run away. Her husband refused to go with her, so she set out with her two brothers, and followed the North Star in the sky to guide her north to freedom Her brothers became frightened and turned back, but she continued on and reached Philadelphia. There she found work as a household servent and saved her money so she could return to help others escape.   The author of the passage describes Harriet Tubman's life as a slave to show.

A. Why she wanted to escape slavery

B. Why she was a spy during the Civil War

C. Why she suffered from seizures

D. How she loved babies

Answer Explanation

The author of the passage describes Harriet Tubman’s life as a slave to show why she wanted to escape slavery.
Q #3: As little as three years before her birth, few would have thought that the child born Princess Alexandrina Victoria would eventually become Brittain's longest monarch, Queen Victoria. She was born in 1819, the only child of Edward, Duke of Kent, who was the fourth son of King George III. Ahead of Edward were three brothers, two of whom became king but none of whom produced a legitimate, , surviving heir, King George's eldest son, who was eventually crowned King George IV, secretly married a Catholic commoner, Maria Fitzherbert, in 1783. The marriage was never officially recognized, and in 1795, George was persuaded to marry a distant cousin, Caroline of Brunswick. The marriage was bitter, and the two had only one daughter, Princess Charlotte Augusta. She was popular in England where her eventual reign was welcome, but in a tragic event that shocked the nation, the princess and her stillborn son dies in childbirth in 1817. Realizing the precarious position of the British throne, the remaining sons of King George III were motivated to marry and produce an heir. The first in line was Prince Frederick, the Duke of York. Frederick married Princess Frederica Charlotte of Prussia, but the two had no children. After Prince Frederick was Prince William, the Duke of Clarence. William married Princess Adelaide of Saxe-Meiningen, and they had two sickly daughters neither of whom survived infancy. Finally, Prince Edward, the Duke of Kent, threw his hat into the ring with his marriage to Princess Victoria of Saxe-Coburg-Saalfield. The Duke of Kent died less than a year after his daughter's birth, but the surviving Duchess of Kent was not unaware of the future possibilities for her daughter. She took every precaution to ensure that the young Princess Victoria was healthy and safe throughout her childhood. Princess Victoria's uncle, William, succeeded his brother George IV to become King William IV. The new king recognized his niece as his future heir, but he did not necessarily trust her mother. As a result, he was determined to survive until Victoria's eighteenth birthday to ensure that she could rule in own right without the regency of the Duchess of Kent. The king's fervent prayers were answered: he died June, 1837, less than one month after Victoria turned eighteen. Through young and inexperienced, the young queen recognized the importance of her position and determined to rule fairly and wisely. The improbable princess who became queen ruled for more than sixty-three years, and her reign is considered to be one of the most important in British history. What is the author's likely purpose in writing this passage about Queen Victoria?

A. To persuade the reader to appreciate the accomplishments of Queen Victoria, especially when placed against the failures of her forebears

B. To introduce the historical impact of the Victorian Era by introducing to readers the Queen who gave that era its name

C. To explain how small events in history placed an unlikely princess in line to become the queen of England.

D. To indicate the role that King George III's many sons played in changing the history of England.

Answer Explanation

To explain how small events in history placed an unlikely princess in line to become the queen of England as the princess was considered improbable and her reign become one of the most important in British history.

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