Chapter 9. Reading Skills Post-Test
Introduction
NOTE: If your instructor has not yet assigned this quiz via the assignments feature, do not take this quiz without first consulting your instructor. You can take this quiz only once. Taking this quiz without your instructor assigning it will affect whether you receive proper credit for it in the gradebook.
This quiz is designed to test how well you understand a range of key topics. After you complete the test, you’ll be able to see a report that shows you how well you performed, broken down by topic, to help you practice particular skills more efficiently.
Diagnostic Quiz Page 1
Read the following selection from the political science textbook Politics in a Changing World by Marcus E. Ethridge and Howard Handelman and then answer the questions that follow.
Question
Many of the best things in life have little or nothing to do with politics. Personal relationships, the satisfaction of learning and working, artistic achievement and enjoyment, the challenges and deep fulfillment of raising a child—we can experience all these things without doing anything “political.” Political institutions, issues, and movements are not necessarily involved in most aspects of our day-to-day lives. There is much more to life than politics.
In the most basic sense, politics and government have to do with public policies and public decision making, concerns that most people think about only occasionally. Yet, however important the private sphere of life, political decisions do have an extensive impact beyond purely “governmental” matters. Parenting is often deeply involved with politics. In most countries, the government helps determine what children must learn in school and when they will learn it. Often it mandates what kinds of health-related precautions must be taken to protect students and what kinds of discipline and religious training they can be given. Art is restricted by government in most countries, both to limit expressions seen as improper and to restrict the dissemination of ideas that may produce dissent and disloyalty. Virtually everywhere, government regulates membership in selected professions (including not only law and medicine but also plumbing, architecture, and a wide range of others), limiting and often forcing career choices. Governments are the only institutions that may legally apply the death penalty to their citizens. And, of course, when nations decide to make war on one another, virtually all aspects of their citizens’ personal lives may be drastically changed.
(Marcus E. Ethridge and Howard Handelman, Politics in a Changing World)
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Diagnostic Quiz Page 2
Read the following selection from the communication textbook Media and Culture: An Introduction to Mass Communication by Richard Campbell, Christopher R. Martin, and Bettina Fabos and then answer the questions that follow.
Question
In 1932, Stanley Walker, an editor at the New York Herald Tribune, compared public relations agents and publicity advertisers to “mass-mind molders, fronts, mouthpieces, chiselers, moochers, and special assistants to the president.” Walker added that newspapers and public relations agencies would always remain enemies, even if PR professionals adopted a code of ethics (which they did in the 1950s) to “take them out of the red-light district of human relations.” Walker’s tone captures the spirit of one of the most mutually dependent—and antagonistic—relationships across mass media.
Much of this antagonism, directed at public relations from the journalism profession, is historical. Reporters have long considered themselves part of an older public-service profession, whereas many regard PR as a pseudo-profession created to distort the facts that reporters work so hard to gather. Over time, reporters and editors developed a nationwide derogatory term for a PR agent—flack—which continues in usage to this day. The term derives from the military word flak, meaning the antiaircraft artillery shells fired to deflect aerial attack, and from the related flak jacket, the protective military attire worn to ward off enemy fire. For journalists, the word flack has come to mean PR people who insert themselves between their employers/clients and members of the press.
In the 1960s, an Associated Press manual for editors defined a flack as “a person who makes all or part of his income by obtaining space in newspapers without cost to himself or his clients.” The AP depiction continued: “A flack is a flack. His job is to say kind things about his client. He will not lie very often, but much of the time he tells less than the whole story. You do not owe the PR man anything. The owner of the newspaper, not the flack, pays your salary. Your immediate job is to serve the readers, not the man who would raid your columns.” This description, however, belies journalism’s dependence on public relations. Many editors, for instance, admit that more than half of their story ideas each day originate with PR people.
(Richard Campbell, Christopher R. Martin, and Bettina Fabos, Media and Culture: An Introduction to Mass Communication)
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Diagnostic Quiz Page 3
Read the following selection from the history textbook America: A Concise History by James A. Henretta, David Brody, and Lynn Dumenil and then answer the questions that follow.
Question
At the turn of the century upwards of 30 percent of the residents of New York, Chicago, Boston, Cleveland, Minneapolis, and San Francisco were foreign-born. The biggest ethnic group in Boston was Irish; in Minneapolis, Swedish; in most other northern cities, German. But by 1910 the influx from southern and Eastern Europe had changed the ethnic complexion of many of the cities. In Chicago Poles took the lead; in New York, Eastern European Jews; in San Francisco, Italians.
As the older “walking cities” disappeared, so did the opportunities for intermingling with the older populations. The later arrivals from southern and eastern Europe had little choice about where they lived; they needed to find cheap housing near their jobs. Some gravitated to the outlying factory districts; others settled in the congested downtown ghettos. The immigrants tended to settle by ethnic group. In New York Italians crowded into the Irish neighborhoods west of Broadway, and Russian and Polish Jews pushed the Germans out of the Lower East Side. A colony of Hungarians lived around Houston Street, and Bohemians occupied the Upper East Side between Fiftieth and Seventy-sixth Streets.
Capitalizing on fellow-feeling within ethnic groups, institutions of many kinds sprang up to meet the immigrants’ needs. Wherever substantial numbers lived, newspapers appeared. In 1911, the 20,000 Poles in Buffalo, New York, supported two Polish-language daily papers. Immigrants throughout the country avidly read Il Progresso Italo-Americano and the Yiddish-language Jewish Daily Forward, both published in New York City. Companionship could always be found on street corners, in barbershops and club rooms, and in saloons. Italians marched in saint’s day parades, Bohemians gathered in singing societies, and New York Jews patronized a lively Yiddish theater. To provide help in times of sickness and death the immigrants organized mutual-aid societies. The Italians of Chicago had sixty-six of these organizations in 1903, each mostly composed of people from a particular province or district. Immigrants built a rich and functional institutional life in urban America to an extent unimagined in their native villages.
(James A. Henretta, David Brody, and Lynn Dumenil, America: A Concise History)
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Diagnostic Quiz Page 4
Read the following selection from the textbook Psychology by Don H. Hockenbury and Sandra E. Hockenbury and then answer the questions that follow.
Question
Who is more likely to experience more stress, a person who has some control over a stressful experience or a person who has no control? Psychological research has consistently shown that having a sense of control over a stressful situation reduces the impact of stressors and decreases feelings of anxiety and depression (Taylor and others, 1991; Thompson and Spacapan, 1991). Those who can control a stress-producing event often show no more psychological distress or physical arousal than people who are not exposed to the stressor.
Psychologists Judith Rodin and Ellen Langer (1977) demonstrated the importance of a sense of control in a classic series of studies with nursing home residents. One group of residents—the “high-control” group—was given the opportunity to make choices about their daily activities and to exercise control over their environment. For example, the residents were allowed to determine where they would receive visitors and when they would attend a movie screening. In contrast, the “low-control” group had little control over their daily activities. Decisions were made for them by the nursing home staff.
Rodin and Langer found that having a sense of control over their environment had powerful effects on the nursing home residents. Eighteen months later, the high-control residents were more active, alert, sociable, and healthier than the low-control residents. Members of the high-control group were also more likely to be alive: twice as many of the low-control residents had died (Langer and Rodin, 1976; Rodin and Langer, 1977).
How does a sense of control affect health? If you feel that you can control a stressor by taking steps to minimize or avoid it, you will experience less stress, both subjectively and physiologically (Thompson and Spacapan, 1991). Having a sense of personal control also works to our benefit by enhancing positive emotions, such as self-confidence and feelings of self-efficacy, autonomy, and self-reliance (Burger, 1992). In contrast, feeling a lack of control over events produces all the hallmarks of the stress response. Levels of catecholamines and corticosteroids increase, and the effectiveness of immune system functioning decreases (see Maier and Watkins, 2000, Rodin, 1986).
(Don H. Hockenbury and Sandra E. Hockenbury, Psychology)
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Diagnostic Quiz Page 5
Read the following selection from the textbook Invitation to Biology by Helena Curtis and N. Sue Barnes and then answer the questions that follow.
Question
The number and kinds of species in a community can be greatly influenced by predation. Although predation may occasionally eliminate a prey species, many experimental studies have shown that it is often an important factor in maintaining species diversity in a community.
For example, R. T. Paine studied a community on the rocky coast of Washington. In this community, the principal predator was the starfish Pisaster. At the beginning of the experiment, there were 15 prey species, including several species of barnacles and several kinds of mollusks, including mussels, limpets, and chitons. Paine systematically removed the starfish from one area of the community, 8 meters by 2 meters in size. By the end of the experiment, the number of prey species in an area from which the starfish were removed had declined to eight, and the community was dominated by one species of mussel. In the undisturbed community, starfish predation kept the densities of the prey populations low, reducing competition between the species and permitting all to survive. In the absence of the predator, the mussels were clear victors in the competition for living space.
Organisms, such as Pisaster, that are of exceptional importance in maintaining the diversity of a community are known as keystone species. When the keystone is removed from a stone arch, the arch falls apart. Similarly, when a keystone species is lost from a community—as a result, for example, of pollution, disease, or competition from an alien organism—the diversity of the community decreases and the structure of the community is significantly altered.
(Helena Curtis and N. Sue Barnes, Invitation to Biology)
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Diagnostic Quiz Page 6
Read the following excerpt from the Newsweek article “Navigating My Eerie Landscape Alone” by Jim Bobryk and then answer the questions that follow.
Question
When I ask for a small favor, I often get more assistance than I ever expect. Clerks will find my required forms and fill them out for me. A group of people will parade me across a dangerous intersection. A salesclerk will read the price tag for me and then hunt for the item on sale. I’m no Don Juan, but strange (and possibly exotic) women will take my hand and walk me through dark rooms, mysterious train stations, and foreign airports. Cabbies wait and make sure I make it safely into lobbies.
It’s not like it’s inconvenient for friends to help me get around. Hey, have disabled parking placard—will travel. Christmas shopping? Take me to the mall and I’ll get us front-row parking. Late for the game? No problema. We’ll be parking by the stadium entrance. And if some inconsiderate interloper does park in the blue zone without a permit, he’ll either be running after a fleeing tow truck or paying a big fine.
Worried about those age lines showing? Not with me looking. Put down that industrial-strength Oil of Olay. To me, your skin looks as clear as it was back in the days when you thought suntanning was a good idea.
So you see, I’m a good guy to know. I just carry a cane, that’s all.
None of this is to make light of going blind. Being blind is dark and depressing. When you see me walking with my cane, you may think I’m lost as I ricochet down the street. But you’ll find more things in life if you don’t travel in a straight line.
(Jim Bobryk, “Navigating My Eerie Landscape Alone” from “My Turn” column, Newsweek, March 8, 1999)
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Diagnostic Quiz Page 7
Read the following excerpt from the textbook Psychology by David G. Myers and then answer the questions that follow.
Question
An influential modern viewpoint, ironically called postmodernism, questions scientific objectivity. Rather than mirroring the real world, say postmodernists, scientific concepts are socially constructed fictions. “Intelligence,” for instance, is a concept we created and defined. Because personal values guide theory and research, truth becomes personal and subjective. (What behaviors shall we call “intelligent”?) In questing for truth, we cannot help but follow our hunches, our biases, our cultural bent.
Psychological scientists agree that many important questions lie beyond the reach of science. And they agree that personal beliefs often shape perceptions. But they also believe that there is a real world out there, and that we advance truth by checking our hunches against it. Madame Curie did not just construct the concept of radium, she discovered radium. It really exists. In the social sciences, pure objectivity, like pure selfishness, may be unattainable, but should we not pursue it as an ideal? Better to humble ourselves before reliable evidence than to cling to our presumptions.
Letting go of presumptions is what the U.S. Supreme Court did, after considering pertinent social science evidence before deciding to disallow five-member juries and to end school desegregation. These decisions in turn helped inspire hundreds of studies that researchers hoped might similarly inform future judicial decisions. Recently, however, the Court has joined postmodernists in discounting social science research. In deciding whether the death penalty falls under the Constitution’s ban on “cruel and unusual punishment,” the Court wrestled with whether courts inflict the penalty arbitrarily, whether they apply it with a racial bias, and whether execution deters crime more than all other available punishments. The social science answers to each of these questions, note psychologists Mark Costanzo and Craig Haney and Deana Logan, could hardly be clearer. On two issues—the fairness of the death penalty and its effectiveness—the Court has disregarded social science research.
(David G. Myers, Psychology)
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