23.
(A) scattered
(B) safeguarded
(C) suffered
(D) stimulated

24. (A) connected (B) leaked (C) sculptured (D) decayed

25. (A) which (B) that (C) what (D) where Linus Pauling, the two-time Nobel Prize winner, said, “The best way to get a good idea is to get a lot of ideas.” He was describing the low-probability nature of creative thinking. The (26) that any particular idea will help solve your problem are not that high. But the more you get, the (27) you are to reaching your objectives. Thus, it is important to get as many “right answers” as you can. You may not be able to use all of (28) later on, but that is for your judge to decide. Thus, your explorer has the attitude that everything has some value; nothing is (29). This is why a professional photographer takes so many pictures when (30) an important subject. He may take thirty or more.

26. (A) outcomes (B) odds (C) comments (D) circles

27. (A) more normal (B) more sensitive (C) closer (D) wider

28. (A) them (B) it (C) they (D) their

29. (A) curious (B) eccentric (C) satisfactory (D) worthless

30. (A) ejecting (B) shooting (C) fascinate (D) heal Confusion exists concerning the real purposes, aims, and goals of a college. What are these? What should a college (31)? Some believe that the chief function of a college is a vocational one. I feel that the vocation function of a college, while important, is (32) secondary. Others think that the chief purpose of a college is to produce paragons, persons with good characteristics of high moral and ethical (33). There are still those who (34) that the chief purpose of a college is to develop responsible citizens. It seems to me that a college should represent a combination of all the above aims. So, if you read statements on a student’s (35) application paper which reads, “I want a college education because I feel that this will help support me and my family,” then what do you think of it? I suspect that a job would help this student to support himself and his family much better than a college education.

31. (A) be (B) is (C) was (D) does

32. (A) nonetheless (B) so (C) such (D) nothing

33. (A) substances (B) services (C) stamps (D) standards

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