Admission Test Certification GRE-Verbal

GRE-Verbal시험은 최근 제일 인기있는 인증시험입니다. IT업계에 종사하시는 분들은 자격증취득으로 자신의 가치를 업그레이드할수 있습니다. Section One : Verbal 시험은 유용한 IT자격증을 취득할수 있는 시험중의 한과목입니다. Admission Test Admission Test Certification 최신버전 덤프는 여러분들이 한방에 시험에서 통과하도록 도와드립니다. GRE-Verbal덤프를 공부하는 과정은 IT지식을 더 많이 배워가는 과정입니다. GRE-Verbal시험대비뿐만아니라 많은 지식을 배워드릴수 있는 덤프를 공부하고 시험패스하세요.

시험준비시간 최소화

IT업계 엘리트한 강사들이 퍼펙트한 GRE-Verbal시험응시 Section One : Verbal덤프문제집을 제작하여 디테일한 GRE-Verbal문제와 답으로 여러분이 아주 간단히 Section One : Verbal시험응시를 패스할 수 있도록 최선을 다하고 있습니다.덤프구매후 2,3일 정도만 공부하시면 바로 시험보셔도 되기에 가장 짧은 시간을 투자하여 시험에서 패스할수 있습니다.

최신 업데이트버전 GRE-Verbal덤프

저희는 2,3일에 한번씩 GRE-Verbal덤프자료가 업데이트 가능한지 체크하고 있습니다. Section One : Verbal덤프가 업데이트된다면 업데이트된 버전을 고객님 구매시 사용한 메일주소로 발송해드립니다. GRE-Verbal 덤프 업데이트서비스는 구매일로부터 1년내에 유효함으로 1년이 지나면 GRE-Verbal덤프 업데이트서비스가 자동으로 종료됩니다. Section One : Verbal덤프 무료 업데이트 서비스를 제공해드림으로 고객님께서 구매하신 GRE-Verbal덤프 유효기간을 최대한 연장해드립니다.

퍼펙트한 서비스 제공

승진이나 연봉인상을 꿈꾸면 승진과 연봉인상을 시켜주는 회사에 능력을 과시해야 합니다. IT인증시험은 국제적으로 승인해주는 자격증을 취득하는 시험입니다. 시험을 패스하여 자격증을 취득하면 회사에서 꽃길만 걷게 될것입니다. GRE-Verbal인증시험덤프 덤프구매전 한국어 온라인 상담서비스부터 구매후 덤프 무료 업데이트버전 제공, GRE-Verbal인증시험 덤프 불합격시 덤프비용 전액환불 혹은 다른 과목으로 교환 등 저희는 구매전부터 구매후까지 철저한 서비스를 제공해드립니다. Section One : Verbal인증시험 덤프는 인기덤프인데 지금까지 GRE-Verbal덤프를 구매한후 불합격으로 인해 환불신청하신 분은 아직 한분도 없었습니다.

최신 Admission Test Certification GRE-Verbal 무료샘플문제:

1. The first person in the group starts off by naming anything that is geographical. It could be a city, state,
country, river, lake, or any proper geographical term. For example, the person might say,"Boston." The
second person has ten seconds to think of how the word ends and come up with another geographical
term starting with that letter. The second participant might say, "Norway," since the geographical term has
to start with "N." The third person would have to choose a word beginning with " Y." If a player fails to think
of a correct answer within the time limit, that player is out of the game. The last person to survive is the
champion.
The answer must be-

A) along a coast line
B) in the same region
C) in New York
D) proper geographical terms
E) within the United States

2. Radiative forcings are changes imposed on the planetary energy balance; radiative feedbacks are
changes induced by climate change. Forcings can arise from either natural or anthropogenic causes. For
example, the concentration of sulfate aerosols in the atmosphere can be altered by volcanic action or by
the burning of fossil fuels. The distinction between forcings and feedbacks is sometimes arbitrary;
however, forcings are quantities normally specified in global climate model simulations, while feedbacks
are calculated quantities. Examples of radiative forcings are greenhouse gases (such as carbon dioxide
and ozone), aerosols in the troposphere, and surface reflectivity. Radiative feedbacks include clouds,
water vapor in the troposphere, and sea-ice cover. The effects of forcings and feedbacks on climate are
complex. For example, clouds trap outgoing radiation, thus providing a warming influence, while also
reflecting incoming solar radiation and, thereby, providing a cooling influence. Current measurements
indicate that the net effect of clouds is to cool the earth. However, scientists are unsure if the balance will
shift in the future as the atmosphere and cloud formation are altered by the accumulation of greenhouse
gases. Similarly, the vertical distribution of ozone affects both the amount of radiation reaching the earth's
surface and the amount of reradiated radiation that is trapped by the greenhouse effect. These two
mechanisms affect the earth's temperature in opposite directions.
According to the passage, radiative forcings and radiative feedbacks can generally be distinguished from
each other by

A) the altitude at which the radiative change occurs
B) the precision with which the amounts of radiative change can be determined
C) whether the radiative change is directed toward or away from the earth
D) whether the amount of radiative change is specified or calculated
E) whether the radiative change is global or more localized

3. In the United States, the development of sociology was not _______ controversies; rather, it emerged
from social experience, hence the relatively _______ approach among American sociologists to
identifying and solving social problems.

A) hindered by petty . . controversial
B) stimulated by ideological .empirical
C) impeded by political . . academic
D) sparked by social . . experimental
E) challenged by academic . .theoretical

4. Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his
Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life
and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best
which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free
thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal
arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his
views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a
privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define
the arch-the legitimizing order of value-against the anarch of existentialist democracy, he himself was
plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who
regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover
Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw
Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a
world where science had become the new arch and from which any substantively new order of thinking
must develop. At the center of the "two cultures" debate were the goals of the formal educational
curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had
viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is
so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that
Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in
deflating the imperious authority that "high culture" exercises over curriculum while bringing into play the
principle that we must learn what is representative, for we have overemphasized what is exceptional.
Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique,
multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea
of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and
multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is
designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in
Arnold's celebration of perfection. Perfection mattered to Arnold as the only background against which we
could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard
melodies.
The author's primary concern in the passage is to

A) explain why Arnold considered the pursuit of perfection to be the essence of culture
B) examine the different views of culture that have emerged since the eighteenth century
C) describe Arnold's conception of culture
D) trace Arnold's influence on the liberal arts educational curriculum
E) argue against those who have opposed Arnold's ideas

5. "Old woman," grumbled the burly white man who had just heard Sojourner Truth speak, "do you think your
talk about slavery does any good? I don't care any more for your talk than I do for the bite of a flea." The
tall, imposing black woman turned her piercing eyes on him. "Perhaps not," she answered, "but I'll keep
you scratching." The little incident of the 1840s sums up all that Sojourner Truth was: utterly dedicated to
spreading her message, afraid of no one, forceful and witty in speech. Yet forty years earlier, who could
have suspected that a spindly slave girl growing up in a damp cellar in upstate New York would become
one of the most remarkable women in American history? Her name then was Isabella (many slaves had
no last names), and by the time she was fourteen she had seen both parents die of cold and hunger. She
herself had been sold several times. By 1827, when New York freed its slaves, she had married and
borne five children. The first hint of Isabella's fighting spirit came soon afterwards, when her youngest son
was illegally seized and sold. She marched to the courthouse and badgered officials until her son was
returned to her. In 1843, inspired by religion, she changed her name to Sojourner (meaning "one who
stays briefly") Truth, and, with only pennies in her purse, set out to preach against slavery. From New
England to Minnesota she trekked, gaining a reputation for her plain but powerful and moving words.
Incredibly, despite being black and female (only white males were expected to be public speakers), she
drew thousands to town halls, tents, and churches to hear her powerful, deep-voiced pleas on equality for
blacks-and for women. Often she had to face threatening hoodlums. Once she stood before armed bullies
and sang a hymn to them. Awed by her courage and her commanding presence, they sheepishly
retreated. During the Civil War she cared for homeless ex-slaves in Washington. President Lincoln invited
her to the White House to bestow praise on her. Later, she petitioned Congress to help former slaves get
land in the West. Even in her old age, she forced the city of Washington to integrate its trolley cars so that
black and white could ride together. Shortly before her death at eighty-six, she was asked what kept her
going. "I think of the great things," replied Sojourner.
Isabella lost both parents by the time she was-

A) nineteen
B) twenty-seven
C) seven
D) two
E) fourteen

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