UNIPORT English Language 2008/2009 Past Questions

```Answer all questions
The evidence given so far demonstrates that a nuclear exchange in the Northern Hemisphere would have an unavoidable global aftermath making the continued existence of mankind impossible anywhere. It is also very improbable that an exchange would be confined exclusively in the vicinity of industrialized state; Current developments indicate that a nuclear disaster would be carried into the territories of the developing countries in Asia. Africa and Latin America. These developments include the preparations being made by aggressive forces for the armed seizure of the Middle East oilfields. The nuclear missile deployment in the south or Western Europe. The establishment of military bases for the Rapid Deployment of forces in North Africa and the Indian Ocean and the tensions in the South Atlantic and the Caribbean.```
A suitable title for the passage is

```Answer all questions
The evidence given so far demonstrates that a nuclear exchange in the Northern Hemisphere would have an unavoidable global aftermath making the continued existence of mankind impossible anywhere. It is also very improbable that an exchange would be confined exclusively in the vicinity of industrialized state; Current developments indicate that a nuclear disaster would be carried into the territories of the developing countries in Asia. Africa and Latin America. These developments include the preparations being made by aggressive forces for the armed seizure of the Middle East oilfields. The nuclear missile deployment in the south or Western Europe. The establishment of military bases for the Rapid Deployment of forces in North Africa and the Indian Ocean and the tensions in the South Atlantic and the Caribbean.```
Aggressive in the passage means

```Answer all questions
The evidence given so far demonstrates that a nuclear exchange in the Northern Hemisphere would have an unavoidable global aftermath making the continued existence of mankind impossible anywhere. It is also very improbable that an exchange would be confined exclusively in the vicinity of industrialized state; Current developments indicate that a nuclear disaster would be carried into the territories of the developing countries in Asia. Africa and Latin America. These developments include the preparations being made by aggressive forces for the armed seizure of the Middle East oilfields. The nuclear missile deployment in the south or Western Europe. The establishment of military bases for the Rapid Deployment of forces in North Africa and the Indian Ocean and the tensions in the South Atlantic and the Caribbean.```
The central point being stressed in the passage is that

```Answer all questions
The evidence given so far demonstrates that a nuclear exchange in the Northern Hemisphere would have an unavoidable global aftermath making the continued existence of mankind impossible anywhere. It is also very improbable that an exchange would be confined exclusively in the vicinity of industrialized state; Current developments indicate that a nuclear disaster would be carried into the territories of the developing countries in Asia. Africa and Latin America. These developments include the preparations being made by aggressive forces for the armed seizure of the Middle East oilfields. The nuclear missile deployment in the south or Western Europe. The establishment of military bases for the Rapid Deployment of forces in North Africa and the Indian Ocean and the tensions in the South Atlantic and the Caribbean.```
according to the passage current world developments point to

```Answer all questions
The evidence given so far demonstrates that a nuclear exchange in the Northern Hemisphere would have an unavoidable global aftermath making the continued existence of mankind impossible anywhere. It is also very improbable that an exchange would be confined exclusively in the vicinity of industrialized state; Current developments indicate that a nuclear disaster would be carried into the territories of the developing countries in Asia. Africa and Latin America. These developments include the preparations being made by aggressive forces for the armed seizure of the Middle East oilfields. The nuclear missile deployment in the south or Western Europe. The establishment of military bases for the Rapid Deployment of forces in North Africa and the Indian Ocean and the tensions in the South Atlantic and the Caribbean.```
From the passage, we learn that nuclear exchange in the northern hemisphere would be

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
The passage is a good example of well-written

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
A proper title of the above passage should be

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
The book discussed in this passage is about

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
The expression "necessary evil" means that

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
From the passage we can learn that the book discussed has been

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
The changes that were made in the book were motivated by

```PASSAGE ii: University students in guidance and counselling come to their first course in statistics with diverse expectations and backgrounds in mathematics. Some have considerable formal training and quantitative aptitude and look forward to learn statistics. Others - perhaps the majority, including some of those who inspire to postgraduate studies - are less confident in their quantitative skills. Thy regard a course in statistics as a necessary evil to the understanding or carrying out of research in their chosen fields. But an evil nonetheless. This third edition, like the predecessor is directed primarily at the latter audience. It was written with the conviction that statistical concepts can be described without loss of accuracy and that understanding of statistical techniques as research tools can be effectively promoted by discussing them within the context of their application to concrete data rather than as pure abstractions.
Furthermore, its contents are limited to those statistical techniques that are widely used in the literature of guidance and counselling and to the principles underlying them. The changes that have been made in this edition reflect both the results of our teaching experience and the increasing prominence being given by statisticians to certain topics. Thus our discussions of some procedures, particularly those in the realm of descriptive statistics which students grasp easily, have been shortened or rearranged. The treatment of other topics has been expanded. Greater emphasis has been placed on sampling theory, hypothesis, testing and the notion of statistical power. ```
It can be inferred from the passage that the book was written by

```In question 13 - 18, choose the expression or word that best completes each sentence ```
There is no doubt that every lady takes great pride ........ her appearance

```In question 13 - 18, choose the expression or word that best completes each sentence ```
Children's clothes have to be strong to stand ........ rough use

```In question 13 - 18, choose the expression or word that best completes each sentence ```
Shall I make the cheque ........ you or to your firm?

```In question 13 - 18, choose the expression or word that best completes each sentence ```
The young man looked carefully at the long document but he couldn't make ........ what is meant

```In question 13 - 18, choose the expression or word that best completes each sentence ```
The present wanton display of riches ........ morality of our society

```In question 13 - 18, choose the expression or word that best completes each sentence ```
If the armed robbers ........ caught, they would have been lynched.

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Chidi is naturally taciturn

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Obi is loved for his altruism

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Sam narrated two events that were analogous

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
The Principal accused his Vice of silently acquiescing to the demands

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Painting was so realistic that it could almost have photograph

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Fateful decision changed the company's outlook

```In question 19 - 20, choose the option opposite in meaning to the word underlined ```
Material in the book is presented within an eclectic