Rain, the young man is thinking. Of course it would be raining. Not a heavy, cleansing rain that leaves the streets steaming and the neatly sculptured yards lush and fragrant. This is a gray drizzling rain. A rain that makes him think of places like England and Scotland as they appear in those disturbing late night films on cable, the ones in black and white that weren't particularly memorable when they were made and are even less so now. Still, it rains and the air is cool. All he has to shelter him is a think nylon jacket. The jacket is soaked. It feels both chilly and coarse against his skin. His hair hangs in flat and sodden wings, falling into his eyes. It's long in the back, almost to his shoulders, and he thinks that the cars that pass him on the street, the occupants of those cars, might look at him and see only that he is wet and not that he is dirty as well. Can they tell that his hair has been unwashed for days? That his clothes are the same ones he's worn for more than a week? It doesn't matter. He's invisible to them as soon as they pass, taking any assumptions they might make with them. They might just mistake him for one of those hoity-toity college kids, one of those clean limbed and beaming have's who has happened to find himself caught out without his umbrella. He makes a desultory attempt to straighten his shoulders, to lift his eyes from the buckled sidewalk. To look like he might have a purpose or a destination. It doesn't help. He has become the day. He has internalized the environment. He did that years ago, in fact. That's all I can do. Not his words, of course, but he understands them. He is intimately acquainted with his limitations. According to the above context, choose the correct option to answer the following question. Question: The character in the story thinks of England and Scotland: Options: - before imagining what people in the cars passing think - not enough information - After he thinks of how chilly the nylon jacket is - After straightening up his shoulders
before imagining what people in the cars passing think

I don’t see a point. That’s the biggest problem with my life currently. I honestly, don’t see a point. Am I working towards temporary monetary gain? Is my goal supposed to be buying my dream car(s)? Is my goal spiritual? I’m currently Catholic, but I’ve seen how spiritually those around me have changed. I’ve even wondered what’s the point of heaven, if everything I want is there. I like life because of the ups and the downs. I enjoy learning and discovering new things. The idea of perfection seems like an impossible concept to me. Maybe even an unenjoyable one. Maybe my goal is to have a family. Being catholic naturally we gravitate towards larger families. But as a libertarian I don’t see a lot of potential in the United States at it pertains to economic freedoms. I see the government encroaching more and more into our lives. Is this the type of country I want to raise a family in? I certainly don’t want to be outside the United States (no offense towards anyone outside of the U.S). Maybe my goal is political. I’ve always wanted to run for office. Maybe governor one day. Would I be able to avoid the waves of bipartisanship, and actually do what I believe is the best for the people of my state. Or would I collapse under the political pressures and sign up for agreements I know in my heart and mind won’t help the people. Only time will tell. I just don’t see a point. I actually have many goals, but I struggle to see the overall point of accomplishing any of it. Especially seeing as anything I do will be lost in the ink-blots of history. According to the above context, choose the correct option to answer the following question. Question: What political office does the author envision him/her self possibly running for sometime in the future? Options: - a general one in his/her home state - one not previously held by a Libertarian - not enough information - governor of his/her state
governor of his/her state

Today, many academics feel stuck between a rock and a hard place. They’re under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others – and that’s because over the years, they’ve developed personal “systems” to help them write. We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts. We did this as part of our user research to inform the development of Prolifiko – a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common “habits” that the most prolific (and generally least stressed) academics tended to use. 1. They “time-block” their writing in advance Scheduling – booking in time to write in advance – was the single most common habit of our writers. It didn’t appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week. What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing – and so made the process easier and less stressful. “When I need to write I block out time. I’m lucky in that I can work from home – I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn’t really write in any other way than blocking out that time.” According to the above context, choose the correct option to answer the following question. Question: What is probably true of an unsuccessful academic: Options: - They don't feel stuck between a rock and a hard place - They don't time-block. - They complete all of their writing and teaching - not enough information
