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29. What was the effect of the evidenced-based program
LST (Life Skills Training Program)?
A. 60 % reduction in the use of alcohol by stu-
dents who completed the program.
B. 60 % reduction in the use of alcohol by stu-
dents who completed the program.
C. 60% of students who completed the program
rated it as effective.
D. 60 % of students who completed the program
sought to educate others based on their learning.
DIRECTIONS: Read the poem carefully before attempting
the questions. Each question has four options, select the
most appropriate answer, based on what is implied or
stated in the poem.
THOSE WINTER SUNDAYS
Sundays too my father got up early
And put his clothes on in the blueback cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.
I'd wake and hear the cold splintering, breaking.
When the rooms were warm, he'd call,
and slowly I would rise and dress,
fearing the chronic angers of that house,
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love's austere and lonely offices?
By Robert Hayden
30. The word "too" in (line 1) of the poem
A. Is meant to echo the speaker's sentiments
B. Indicates Sundays was an early day for the father
C. It is an extension of the theme
D. Infers the father awoke early everyday
31. What do (lines 1 and 2) convey about "the father?"
A. He awoke early in spite of the cold
B. He was dutiful
C. He hardly ever slept more than a few hours
D. His clothes were old and worn
32. "The father's hands" showed signs of
33. Where does the poem take place?
C. In a house
D. Near to a fireplace
34. How would you describe the speaker's environment?
35. The place where the poem is set is MOST likely in-
A. The speaker
B. The speaker and the father
D. The speaker, the father and other relatives
36. What was the speaker guilty of?
37. How would you describe the speaker's mood?
38. What realization did the speaker come to, if any?
A. His father's efforts went unnoticed
B. His father woke early
C. His father worked hard
D. His father was an ordinary man
39. Why does the speaker ask the question, "what did I
know" (line 13)?
A. He acknowledges his youth
B. He recognizes his knowledge of the situation
C. He realizes that he misjudged his father
D. He acknowledges he did not have the capacity to
understand the complexities of life.
40. Which of the following statements is FALSE?
A. The father tried to create an environment that
B. The father acted out of love for his son.
C. The father pushed himself to the limits.
D. The father sought gratitude from his family.
DIRECTION: Read the passage carefully before attempting the questions. Each question has four options, select the most
appropriate answer, based on what is contained or implied in the passage.
SECONDARY EDUCATION IN JAPAN
Secondary education in Japan is split into junior high schools ( chu gakko ), which cover the seventh through ninth grades,
and senior high schools ( ko to gakko , abbreviated to ko ko ), which mostly cover grades ten through twelve.
Lower-secondary schools cover grades seven, eight, and nine. Ages are roughly thirteen to fifteen with increased focus on ac-
ademic studies. Although it is possible to leave the formal education system after completing lower secondary school and find
employment, fewer than 4% did so by the late 1980s.
Like most elementary schools, most junior high schools in the 1980s were public schools and government funded; 5% were pri-
vate schools. Private schools cost about ¥558,592 (US$3,989) per student in 1988, about four times more than the ¥130,828
(US$934) that the ministry estimated as the cost for students enrolled in public junior high schools.
Students walk, ride bicycles, or take public transportation to school. It is not uncommon for students to spend two or more
hours each day on public transportation, taking time to sleep, study or socialize. What they can do on the way to and from
school --- chewing gum, consuming snacks, reading books while walking --- anything that might reflect badly on the reputation
of the school is heavily regulated to protect that reputation. Some schools even require students to leave seats open on buses
and trains for other passengers "to demonstrate consideration." Each school has a unique uniform that makes its students
easily identifiable to the public.
Every high school has a set of lockers for students to exchange their street shoes for a set of slippers, which in some schools
are color-code for gender.
High schools typically begin at 8:30, when teachers meet for a five-minute meeting, followed by homeroom. Students assemble
in their homerooms of an average of between 40 and 45 students each, with some schools having a weekly schoolwide assembly
beforehand. Homeroom teachers are in charge of morning and afternoon homeroom times, both about five minutes each, as
well as a weekly one-hour long homeroom period.
The latter meeting "provides an opportunity for teachers to concentrate on student guidance. Typical activities include helping
students develop greater awareness of themselves as high school students, encouraging them to reflect on their summer va-
cations, or perhaps asking them to contemplate the forthcoming advancement from one grade to another. These discussion
topics are planned by teachers and scheduled in advance for the entire school year."
During the daily homerooms the students themselves conduct what they call "toban" --- taking attendance, making announce-
ments, etc. --- that are shared on a rotating basis. "Two class leaders, one male and one female are elected every trimester, and
many students are assigned to specific task committees in their homeroom class.
Regular classes begin at 8:45 AM and there are four classes of 50 minutes each before lunch. Students go to different classrooms
for physical education, laboratory classes, or other specialized courses; otherwise, teachers change classrooms instead of the
students for the entire day. Students typically attend between ten and fourteen courses a year; however, "you don't have all of
your classes every day. The schedule rotates throughout the week, and in every classroom you enter you will find a schedule
taped to the wall."
Most schools do not have their own cafeteria, students eating in their homerooms instead, and unlike elementary and middle
schools high schoolers do not have government-subsidized lunches. Because of this many students bring a box lunch from
home with foods such as rice, fish, eggs, vegetables, and pickles.
After lunch students have two more classes. All students then participate in a fifteen-minute cleaning the school ("osoji"). The
students work in assigned groups of between four and six students, known as han, to clean their classrooms, corridors, and
After osoji and the afternoon homeroom meeting, or at 3:30 PM, students are free to attend extracurricular activities.
Article Secondary Education in Japan From Wikipedia, the free encyclopedia
Categories: Secondary education by country High schools in Japan Education in Japan
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