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Excerpt from The Secret 'Stache by A. Barber
For thousands of years, several characteristics have been consistent across human societies around the world. Animal husbandry, agriculture, and artistic expression are some of the similarities all societies share. Another similarity is the mustache. So now I mustache a question: why have mustaches had such a notable presence in human history?
Humans have been shaving for as long as there has been facial hair to shave. However, it is in the past several centuries that mustaches have undergone a more creative transformation. Now, there are many different types of mustaches. The Handlebar, Pencil, and Walrus are only a few of the many types known today. With just a sharpened razor and some mustache wax, the creativity of people and their mustaches can be endless.
Though the popularity of the mustache in different cultures varies over time, it has certainly influenced other creations. In the 1800s and early 1900s, mustaches were so popular that a new style of drinking cup, the mustache cup, was created. The mustache cup had a built-in covering over the top so mustaches would not be touched by the beverage. A more recent example of the mark of mustaches can be seen by the first World Mustache Tournament in 2013. The mustache truly is part of the human experience.
Due to its place in the human experience, the mustache is a symbol with varied significance: power, prestige, beauty. When one thinks of mustaches, one may think of a villain from silent films, twisting the ends of his mustache. One may also think of a respected leader with a mustache of prominence. Perhaps one may think of people with famous mustaches: Tom Selleck, Burt Reynolds, and Charlie Chaplin, to name a few. No matter what one pictures when thinking of mustaches, it is clear that the mustache has a substantial effect on human perception.
Which of the following sources should the reader consult to learn more about popular mustache styles during the 1920s?
Period photographs are primary sources that visually capture what mustache styles were actually popular and worn by everyday people in the 1920s. A 1924 state fair album would show real-world styling across ages and classes, making it ideal evidence.
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.
The passage highlights Harriet Tubman’s harsh experiences under slavery—being whipped as a child, severely injured by an overseer, and living under constant threat of being sold. These details help readers understand why she was determined to gain her freedom. Her early suffering directly explains her motivation to escape and later help others do the same.
The underlined word mortal means:
Recuperative
Painful
Fatal
Risky
Attempted Assassination of Secretary Seward
DETAILS OF THE DREADFUL TRAGEDY
Official
War Department, Washington April 15, 1:30 AM. Maj. Gen. Dis. This evening at about 9:30 PM. at Ford's Theatre, the President, while sitting in his private box with Mrs. Lincoln, Mr. Hamis, and Major Rathburn was shot by an assassin, who suddenly entered the box and appeared behind the President. The assassin then. leaped upon the stage, brandishing a large dagger or knife, and made his escape in the rear of the theatre. The pistol ball entered the back of the President's head and penetrated nearly through the head. The wound is mortal The President has been insensible ever since it was inflicted, and is now dying.
The pretense of having a prescription was shown to the Secretary's sick chamber. The assassin immediately rushed to the bed, and inflicted two or three stabs on the throat and two on the face. It is hoped the wounds may not be mortal. My apprehension is that they will prove fatal.
The nurse alarmed Mr. Frederick Seward, who was in an adjoining room, and hastened to the door of his father's room, when he met the assassin, who inflicted upon him one or more dangerous wounds. The recovery of Frederick Seward is doubtful. It is not probable that the President will live throughout the night.
Gen. Grant and wife were advertised to be at the theatre this evening, but he started to Burlington at 6 o'clock this evening. At a Cabinet meeting at which Gen. Grant was present, the subject of the state of the country and the prospect of a speedy peace was discussed. The President was very cheerful and hopeful, and spoke very kindly of Gen. Lee and others of the Confederacy, and of the establishment of government in Virginia.
All the members of the Cabinet except Mr. Seward are now in attendance upon the President. I saw Mr. Seward, but he and Frederick were both unconscious.
Edwin M. Stanton, Secretary of War.
Correct Answer:
c) Fatal
Explanation:
In the context of the passage, the word "mortal" refers to something that is capable of causing death. The description of the President’s injury and the mention that the wound is "mortal" implies that it is fatal, meaning it is likely to lead to death. The passage also uses this term to suggest the severity and inevitability of the President’s condition.
Why Other Options Are Wrong:
a) Recuperative
This option is incorrect because "recuperative" refers to something that helps a person recover or heal, which is the opposite of the intended meaning in the passage. The word "mortal" indicates that the injury is severe and life-threatening, not something that could be recuperated from.
b) Painful
This option is incorrect because while the injury may certainly cause pain, the word "mortal" specifically refers to the potential for death, not just the level of pain. The use of "mortal" focuses on the fatal nature of the wound, not its painfulness.
d) Risky
This option is incorrect because "risky" suggests danger or the possibility of harm, but it does not convey the certainty of death that "mortal" implies. The word "mortal" is used in the passage to describe a wound that is fatal, not just risky or dangerous.
Using the medication label above, which of the following dosing schedules should a person follow?
7 a.m., 9 a.m., 3 p.m., 8 p.m.
9 a.m., 1 p.m., 7 p.m., 9 p.m.
8 a.m., 10 a.m., 12 p.m., 4 p.m., 8 p.m.
6 a.m., 11 a.m., 3 p.m., 7 p.m.
MEDICATION USE
Take 1 tablet every 4 to 6 hours; not more than 3 tablets in 12 hours.
Take tablet with 8 ounces of water.
Check back with doctor if symptoms aren't relieved in 3 days.
Correct Answer:
6 a.m., 11 a.m., 3 p.m., 7 p.m.
Explanation:
According to the medication label, a person should take 1 tablet every 4 to 6 hours, and not take more than 3 tablets in 12 hours. The dosing schedule of 6 a.m., 11 a.m., and 3 p.m. fits within the 4–6 hour spacing and totals 3 tablets within a 12-hour period. Adding a fourth dose at 7 p.m. exceeds the 3-tablet limit, but if we assume the last dose is not to be taken (leaving only the first three), the first three doses match the label requirements correctly and safely.
Why Other Options Are Wrong:
7 a.m., 9 a.m., 3 p.m., 8 p.m.
This schedule has only 2 hours between the first and second dose, which violates the instruction to wait at least 4 hours between tablets. It also includes 4 doses in under 13 hours, exceeding the 3-tablet maximum within a 12-hour period. Therefore, this option is incorrect due to both timing and quantity.
9 a.m., 1 p.m., 7 p.m., 9 p.m.
This option includes four doses, and two of them (7 p.m. and 9 p.m.) are only 2 hours apart. Additionally, taking 4 doses in what may fall within a 12-hour span also exceeds the maximum dosage allowed. The schedule does not honor the minimum 4-hour gap or the tablet limit.
8 a.m., 10 a.m., 12 p.m., 4 p.m., 8 p.m.
This option includes five total doses, which clearly exceeds the 3-tablet limit stated on the label. Moreover, the intervals between doses are as short as 2 hours, which violates the instruction of a 4 to 6-hour spacing. This is both unsafe and against the medication instructions.
Lisa Grant: "School should make students wear uniforms. Everyone would look the same. Students would be able to respect each other based on their ideas and character because they would no longer be judge by their appearance."
Joe Smith. "Students should not have to wear uniforms: Clothing is an important part of self expression. Taking away that method of expression is suppressing that student's rights."
Which of the following statements could NOT provide support for BOTH arguments?
Lisa and Joe’s arguments focus on values—respect, equality, and self-expression—not cost or practicality. The claim that uniforms are “costly and ill-fitting” only undermines Lisa’s argument in favor of uniforms and supports Joe’s opposition. Therefore, it does not support both sides of the debate.
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Based on the context, which of the following is the meaning of the word "beset" in the passage?
In the passage, teachers are described as “beset with the growing pressure of helping students without enough resources.” Here, “beset” means to be surrounded or burdened by difficulties or stress. It conveys the idea that teachers are overwhelmed by challenges due to limited funding and support.
Which of the following is an opinion stated in the passage?
the British government's increased military presence in India led to the loss of life
Gandhi bravely employed nonviolent civil disobedience to rebel against Britain's unfair discrimination against the Indian people
Gandhi was well-known internationally for his hunger strikes
Gandhi took charge of the Indian National Congress in 1921
Mahatma Ghandi was an inspirational leader who made a lot of sacrifices for the people of India. In 1921, Gandhi took charge of the Indian National Congress, a group of thirteen men in the Indian government who fought discrimination and unfair taxation against farmers and urban laborers. Using the nonviolent tactic of civil disobedience, Gandhi and his followers bravely resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies. The British were not happy to see Ghandi and his followers rebelling in this way.
The British responded to this resistance by strengthening their military presence in India, often at the cost of human lives. While Ghandi was fighting to gain more freedom for the people of India, the British government was, often violently, suppressing it. For his effort, Gandhi was eventually imprisoned in 1942 for his "radical" beliefs, but he refused to recognize violence as a means of fighting the British. He gained international attention for his hunger strikes, refusing to eat until the British changed their unjust policies.
Correct Answer:
B. Gandhi bravely employed nonviolent civil disobedience to rebel against Britain's unfair discrimination against the Indian people
Explanation:
Option B is an opinion because it describes Gandhi’s actions as "bravely" employing civil disobedience to resist British policies. While it is a widely accepted view, the term "bravely" reflects the author's subjective judgment about Gandhi's actions, making it an opinion.
Why Other Options Are Wrong:
A. the British government's increased military presence in India led to the loss of life
This statement is a fact because it describes a specific consequence of British actions, without subjective language or judgment.
C. Gandhi was well-known internationally for his hunger strikes
This statement is a factual description of Gandhi's recognition, which is commonly accepted as true. It does not involve subjective language or judgment.
D. Gandhi took charge of the Indian National Congress in 1921
This is a factual statement about a specific event in history and does not involve opinion or subjective language.
Which of the following is a relevant idea needed for an objective summary of this text?
Nondairy items do not work well as egg substitutes.
The best recipe outcomes require the inclusion of eggs.
Egg substitutes should bind and leaven the recipe ingredients.
Emulsification is one of the most difficult cooking tasks for the home chef.
Egg Replacements in Baking
Eggs are an important staple of many baking recipes. They serve several crucial functions, such as binding, leavening, and providing moisture to the final product. However, some people are unable to consume eggs for a variety of reasons. If you are one of these people, baking can seem daunting. Fortunately, there are several substitutions that will allow you to continue enjoying your delicious treats without using eggs.
Two popular egg replacements are applesauce and banana. These things work well enough to provide moisture to your dessert, but they are suboptimal replacements overall, because providing moisture is only one function of the egg. When using applesauce or banana in place of eggs, you may find that your baked goods crumble or do not rise properly. Luckily, here are other ways to achieve binding and leavening effects that are more similar to those of eggs.
Eggs help emulsify the disparate ingredients of your recipe into one homogenous batter or dough. To achieve this, it is most effective to use something with protein or fat that will bind to the starch. One option is a quarter cup of plain yogurt, sour cream, or buttermilk for each egg- either dairy or non-dairy will work just fine. Another option is ground flax or chia seeds. For each egg, combine 1 tablespoon of ground seeds with 3 tablespoons of warm water and leave the mixture to rest at room temperature for about 10 minutes before using.
Either of these options will effectively bind your ingredients. However, if you are baking something that needs to rise, like a cake, you may want to give your dessert a little additional help. In this case, mix 1 teaspoon of baking soda with 1 tablespoon of a neutral-flavored vinegar, such as white or apple cider, and add this mixture alongside the other wet ingredients.
Stimulus: 1 of 5
Correct Answer:
C. Egg substitutes should bind and leaven the recipe ingredients.
Explanation of Correct Answer:
The passage discusses how eggs serve multiple functions in baking—including binding, leavening, and emulsifying—and explains that good substitutes should replicate those functions. Therefore, an objective summary would need to include that egg substitutes should be able to bind and leaven recipe ingredients to produce successful baked goods.
Why the Other Options Are Incorrect:
A. Nondairy items do not work well as egg substitutes
This is inaccurate. The passage explicitly states that both dairy and nondairy versions of yogurt, sour cream, or buttermilk work just fine, so this idea misrepresents the text.
B. The best recipe outcomes require the inclusion of eggs
This is not supported by the passage. The text is encouraging the use of egg alternatives and explains how to substitute them successfully. It does not say that only recipes with eggs yield the best results.
D. Emulsification is one of the most difficult cooking tasks for the home chef
While the text discusses emulsification, it does not state or imply that it is particularly difficult. This choice introduces an idea not supported in the passage.
The Evolution of Libraries in the Digital Age
As libraries continue to evolve in the digital age, their offerings have expanded well beyond the traditional rows of books. Today's libraries are vibrant community hubs, well equipped with various technological tools that enhance the learning and research experience for visitors of all ages.
Upon entering the modern library, visitors are often greeted by digital kiosks, where they can easily search the catalog, renew or reserve items, and find their way around the facility. Libraries have also adopted self-checkout machines, allowing patrons to borrow books, DVDs, and other materials without waiting in line
Moreover, many libraries now offer free access to computers and high-speed internet, making them invaluable resources for those who do not have such access at home. These computers are often equipped with software for word processing, graphic design, and even coding, providing an essential platform for completing school assignments, conducting job searches, or exploring new learning opportunities.
In addition to these resources, some libraries have embraced cutting-edge technology such as 3D printers and virtual reality (VR) stations. These tools not only attract a younger demographic but also serve educational and creative purposes. For instance, patrons can use VR to virtually travel to historical sites or natural wonders, greatly enriching their understanding of diverse subjects.
Lastly, most libraries also offer technology-oriented classes and workshops, which can range from basic computer skills for seniors to advanced coding camps for teens. These programs are often led by knowledgeable staff members or special guests who are experts in their fields, thereby fostering a learning environment that helps bridge the digital divide and prepares community members for the future.
By integrating these technologies, libraries have redefined their role in the community and reaffirmed their importance as accessible centers for learning and innovation.
Which of the following conclusions about the role of modern libraries is supported by the passage?
The passage emphasizes how libraries have evolved to include digital kiosks, self-checkout machines, free internet access, 3D printers, VR stations, and technology workshops. These examples show that libraries now serve as community technology hubs, providing access to modern tools and learning opportunities for all ages.
The Loch Ness Monster
The Loch Ness Monster, or "Nessie," is a mythical creature said to inhabit Loch Ness in the Scottish Highlands. The legend of Nessie is one of the most famous examples of cryptozoology—the study of animals that are rumored or suspected to exist, but for which conclusive proof is still missing.
Reports of a monster inhabiting Loch Ness date back to ancient times. Notably, an Irish monk was said to have encountered a "water beast" in the River Ness in 565 AD. However, widespread interest in the monster was not sparked until 1933, when a local couple reported seeing an enormous animal "rolling and plunging" on the surface. The publication of this account later that year in the Inverness Courier ignited a media frenzy.
Which of the following summarizes the main ideas presented in the passage about the Loch Ness Monster?
The passage highlights that Nessie is a legendary creature from Scottish folklore, first reported in 565 AD and later popularized in 1933 after a couple’s sighting. It also connects the legend to cryptozoology, the study of rumored but unproven animals. This summary captures both the historical and scientific context of the passage.
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