Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the best answer to each of the questions.
While the issue of smartphone use in schools is complicated, evidence suggests that spending more time on smartphones is associated with young people being less happy and less satisfied with life. Technology scholars have long argued that the key to living well with technology is in finding limits. However, in banning smartphones, I worry educators might be missing opportunities to use smartphones to encourage what I and other researchers refer to as technoskeptical thinking; that is, questioning our relationship with technology. For example, students might be encouraged to consider the benefits and drawbacks of using navigational apps to travel from one place to another, as opposed to old-fashioned paper maps. Or, students might explore their social media feeds to critique what algorithms feed them, or how notifications get their attention.
While there is evidence that classroom phone usage can be a distraction, it can also promote engagement and learning. While research about the potential positive and negative consequences of classroom phones can be used to inform school phone policies, the views of those who are most directly impacted by the policies should also be taken into account. The views of parents matter because their views may influence the extent to which their children follow the policy. The views of children matter because they are the ones being expected to follow the policy and to benefit from it. The views of teachers matter because they are often the ones that have to enforce the policies. Research shows that enforcing cellphone policies is not always a straightforward issue.
In my research, I have found that children – aged 10 and 11 years old – in collaboration with their parents, were able to come up with ideas for ideal policies and solutions to help enforce them. For example, one parent-child pair suggested mobile phone use in school could be banned but that a role of “telephone monitor” could be given to an older pupil. This “telephone monitor” would have a class mobile phone that children and parents could use to contact each other during the school day when necessary. This recommendation reflected how parents and middle and high school students – whether from rural and urban areas – felt cellphones were important to keep in touch with each other during the school day. Beyond safety, children and parents also told us that phones were important for keeping in touch about changing plans and for emotional support during the school day.
I believe policies that simply ban phones in schools may be missing an opportunity to educate children about responsible mobile device use. When parents and children are involved in policy development, it has the potential to increase the extent to which these policies are followed and enforced. In sum, banning mobile phones in schools can yield positive effects, improve academic performance and narrow the achievement gap between high- and low-achieving students. However, it is crucial to acknowledge that mobile phones and technology can also be valuable educational tools when used appropriately.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the best answer to each of the questions.
What if you fed your brain with appreciation for yourself? It may sound like cheating, but it works. It won't win you a Nobel Prize, but it triggers brain chemistry akin to winning. Appreciating yourself is not like sending yourself flowers because it builds positive neural pathways that last longer than flowers.
Feeling good is no substitute for action, of course. They're two separate skills that are both essential. Acting good doesn't always make you feel good because good feelings depend on the neural pathways you've built to the happy neurochemicals (dopamine, serotonin, oxytocin, endorphins). More-developed links to your "happy chemicals" turn on the faucets more easily. When life hits your brain, you route the experience down one neural pathway or another. The electricity in your brain seeks a path the way water flows downhill, finding the path of least resistance and flowing toward the biggest channels. If your big neural channels lead mostly to your unhappy chemicals, they dominate your response to life experience. Our unhappy circuits are well-developed for a reason. The brain evolved for survival, and it scans for things that can go wrong. We might not be here today if our brains were mainly scanning for things to feel good about. But while we face and conquer threats, we also crave happy chemicals.
Your happy chemicals did not evolve to flow all the time. Good feelings evolved to alert you to things that promote survival in the state of nature. If you want to coax more happy chemicals from this ancient operating system, you have to create the infrastructure. Fortunately, it's easy, and it's free. All it takes is dwelling on the good. Every time you linger on the thought of something good in your life, you strengthen the neural pathways that conduct electricity to your happy-chemical faucets.
"Good stuff doesn't happen to me," you may think. Or "what if I'm not all that good?" Fortunately, that can make it easier for you to start building - the way an out-of-shape person can easily raise his heart rate when he starts exercising. Small happy circuits gets a boost from small additions. Exercise develops your happy circuits. You just need to feed them on thoughts of your own triumphs, be they large or small. Maybe you'll choose not to do this. Maybe you think other people should make you happy. Perhaps you think it's weak to be happy. Or you need unhappy chemicals surging to feel like yourself. It's your brain, so you get to decide. You choose the apps to install in your equipment, and you live with the results.
Getting everything you wish for does not make you feel good. Your brain soon generates new desires, so new feelings of disappointment, frustration, deprivation or inadequacy tend to emerge. Instead of fretting over the old wiring, you can focus on the new wiring you are building. You take steps toward your new desires, and you feel good about the steps. The skill of feeling good keeps building.

Complete the text below with the correct form of the words in capitals.
The Taj Mahal is situated on the banks of the Yamuna River in Agra, Uttar Pradesh, in northern India. This temple is actually a mausoleum built by the Mughal Emperor Shah Jahan in memory of his (28) ____________ late wife, Mumtaz Mahal. Hence, the structure is also regarded as a symbol of (29) ____________ love. Construction of the Taj Mahal began in 1632 and was completed in 1648, covering a vast area of 17 hectares. The renowned Iranian architect, Ustad Tsa, designed the Taj Mahal, which was built with (30) ____________ from 20,000 workers and artisans considered to be the best in the fields of stone inlay, carving, and dome construction. (31) ____________, more than 1,000 elephants were used to transport materials from (32) ____________ regions both within and outside of India to create this magnificent temple. The ideal time to visit the Taj Mahal is from March to September, when Agra's weather is most pleasant, with neither intense heat nor rain.