Col·laboracions docents amb institucions sanitàries

7. RELACIONS UNIVERSITAT-INSTITUCIONS-EMPRESES

7.3. Col·laboracions docents amb institucions sanitàries

2

Although the Math sections test the same rules over and over again, the Verbal sections have passages from many diff erent disciplines and an incredible variety of vocab. Th e time required to complete verbal prob-lems can also vary much more than the time required for math probprob-lems. So, as important as they are on the Math sections, proper pacing and POE are paramount on the Verbal sections.

• Don’t sacriﬁ ce accuracy for speed:

• Get more effi cient at Text Completions and Sentence Equivalence so that you have more time for Reading Comprehension.

• Four NOs = a YES:

• Find the wrong answers.

Using the Mark Button

Th e Mark button is particularly important on the verbal side of the test. As your brain gets tired, you are more likely to misread questions or passages. Once this happens, no matter how many times you reread it, you will continue to misinterpret it in the exact same way. Click the Mark button and move on, and return after several questions.

When taking the GRE, the inexperienced test taker will take the the test in the order in which it is given, ignoring the level of difﬁ culty, the number of questions, and the ability to change the

order in which the questions are answered.

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LESSON 2 VERBAL

SCRATCH PAPER 2

All Verbal scratch paper looks the same. It looks like this:

Proper pacing and efficient use of POE require effective use of one’s scratch paper. For instance, for Reading Comprehension questions, you’ll write out A, B, C, D, and E on your scratch paper for each problem, so you can mark each answer choice. Use a two-pass approach to POE so that you do not get bogged down on any one answer choice: 1) Eliminate the answer choices that are clearly wrong. 2) Take your second pass through the remaining choices using the strategies you’ll learn in the upcoming lessons.

Use these symbols:

When you are done, your scratch paper will look something like this:

2

Until recently, corporate ideology in the United States has held that bigger is better. This tra-ditional view of the primacy of big, centralized companies is now being challenged as some of the giants of American business are being outper-formed by a new generation of smaller, stream-lined businesses. If it was the industrial revolution that spawned the era of massive industrialized companies, then perhaps it is the information revolution of the 1990s that is spawning the era of the small company.

For most of this century, big companies domi-nated an American business scene that seemed to thrive on its own grandness of scale. The expansion westward, the growth of the railroad and steel industries, an almost limitless supply of cheap raw materials, plus a population boom that provided an ever-increasing demand for new products (although not a cheap source of labor) all coincided to encourage the growth of large companies.

But rapid developments in the marketplace have begun to change the accepted rules of business and have underscored the need for fast reaction times. Small companies, which lack huge overhead and inventory, can respond quickly to a technologically advanced age in which new prod-ucts and technologies can become outmoded within a year of their being brought to market.

Of course, successful emerging small compa-nies face a potential dilemma in that their very success will tend to turn them into copies of the large corporate dinosaurs they are now supplant-ing. To avoid this trap, small companies may look to the example of several CEOs of large corpora-tions who have broken down their sprawling organizations into small, semi-independent divisions capable of making their way into the twenty-ﬁrst century.

The primary purpose of the passage is to present evidence that resolves a

contradiction in business theory discuss reasons an accepted business

pattern is changing

describe a theoretical model and a method whereby that model can be tested

argue that a traditional ideology deserves new attention

resolve two conﬂicting explanations for a phenomenon

Question 2

Which of the following best describes the organization of the passage?

A conventional model is described and an alternative is introduced and evaluated.

An assertion is made and a general supporting example is given.

Two contradictory points of view are presented and evaluated.

A historical overview is given to explain a phenomenon.

An organizational trend is described and then criticized.

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LESSON 2 VERBAL

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LESSON 2 VERBAL

SCRATCH PAPER

Genre (What) Purpose (Why) Structure (How)

2

• Problem • Question • Conflict • Paradox

• Change • Innovation • Discovery

• Predict

• Recommend

• Inform/Explain

• Correct

• Evaluate

• Cause/Effect

• Chronology

• Classification

• Comparison/Contrast

• Steps/Stages

2

Though application of evolutionary theory to the psychology of animals is generally done without controversy, evolutionary psychology as it is applied to human psychology is quite contentious. Proponents of evolutionary psychol-ogy believe that psycholpsychol-ogy must be rooted in biology. Just as the body’s circulatory, diges-tive, endocrine, immune, lymphatic, muscular, nervous, reproductive, respiratory, skeletal, and urinary systems are evolved adaptations result-ing from natural selection or sexual selection, so too must the seemingly inherent psychological mechanisms be the result of evolution. These psychologists believe that natural selection has engendered many cognitive modules in the brain, ranging from language-acquisition modules to cheater-detection modules. Survivability and sexual selection determine which modules are passed on.

Some critics offer several objections to extend-ing this application to humans. For instance, humans evolved during a period—the Pleisto-cene—about which very little essential demo-graphic information on humans is known. Addi-tionally, some accuse evolutionary psychologists of proffering “just-so stories”—internally consis-tent hypotheses that, nevertheless, have no other supporting evidence. This, skeptics argue, can lead to contradictory conclusions. For example, such behaviors as monogamy can perpetuate genes, but so too can inﬁdelity. Lastly, some crit-ics accuse evolutionary psychology of ethnocen-trism since many traits once considered universal have turned out to be culturally dependent.

Though evolutionary psychology remains con-troversial, many detractors confess their inexperi-ence and lack of firsthand knowledge with the discipline. Admittedly, the quality of work in this field has been uneven, but, as Edouard Machery stated, “the heuristics and the strategies of con-firmation used by evolutionary psychologists are on a firm grounding.“

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The primary purpose of the passage is to explain the origins of evolutionary

psychology

resolve a dispute regarding acceptable forms of evidence

reconcile the differences between two methods seeking to explain the same phenomenon

describe a ﬁeld of research and caution against its dismissal

argue the importance of a debate between scientists regarding the application of one methodology to another

Question 2

It can be inferred from the passage that the author believes which of the following?

Evolutionary psychology has some merit but has failed to bridge the divide between the social sciences and the natural

sciences.

Evolutionary psychologists should be admonished for failing to justify their hypotheses with more than “just-so stories.”

Evolutionary psychology should be restricted to non-human animals.

Evolutionary psychology should not be uniformly rejected.

The debate between proponents of evolutionary psychology and its detractors is intractable.

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LESSON 2 VERBAL

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LESSON 2 VERBAL

SCRATCH PAPER

Genre (What) Purpose (Why) Structure (How)

2

• Problem • Question • Conflict • Paradox

• Change • Innovation • Discovery

• Predict

• Recommend

• Inform/Explain

• Correct

• Evaluate

• Cause/Effect

• Chronology

• Classification

• Comparison/Contrast

• Steps/Stages

2

Some have attributed the dramatic increase in childhood obesity that has occurred in the United States from the 1990s throughout the 2000s to increased consumption of high fructose corn syrup—also called maize syrup or glucose-fructose syrup—by members of this demographic. When oligosaccharides, which are produced by treating cornstarch with alpha-amylase, are broken down into simple sugar glucose by glucoamylase and are then converted into 42% fructose and 50-52% glucose by mixing some other sugars along with xylose isomerase, HFCS—high fructose corn syrup—is created.

Increases in consumption of HFCS have been accompanied by a huge spike in obesity rates among children and adolescents.

However, studies by the American Medical Association reveal that absorption by the body of HFCS is not relevantly dissimilar to the body’s absorption of sucrose, commonly known as table sugar. While further epidemiological studies are needed to test the long-term effects of such sweeteners, other studies do show that increased consumption of sugar in general is a leading cause for the spike in obesity among children. In the last 20 years, sugar consumption in the U.S. has increased from 26 pounds per person per year to 135 pounds per person per year.

Given the analyses, which suggest that substantial increases in sucrose consumption may have negative effects on metabolic

control, it is very likely that these increases are signiﬁcantly responsible for the rise in childhood obesity. Thus, children should be discouraged from consuming in large quantities any type of reﬁned sugar, whether it be table sugar or HFCS.

Accordingly, in an effort to promote public health, especially among our youth, government policy makers need not consider removing the corn subsidies that make HFCS a cheaper alternative to sucrose for food manufactures but instead should consider limiting the sale of all foods with high concentrations of sucrose to children.

Line

The primary purpose of the passage is to argue against a failed policy

recommend a change in HFCS consumption

correct a faulty methodology consider the implications of a study advocate for the amelioration of children’s

health

Question 2

Which of the following best describes the organization of the passage?

An explanation is provided, a reason for its rejection is offered, and further studies are recommended.

An explanation is put forth; a possible objection is raised and then dismissed.

An incomplete explanation is revised and a recommendation based on that revision is proffered.

A phenomenon is explained; that explanation is defended and forms the basis for a policy recommendation.

A point of view is defended against critique but then dismissed in favor of a more effective policy.

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LESSON 2 VERBAL

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LESSON 2 VERBAL

SCRATCH PAPER

Genre (What) Purpose (Why) Structure (How)

2

• Problem • Question • Conflict • Paradox

• Change • Innovation • Discovery

• Predict

• Recommend

• Inform/Explain

• Correct

• Evaluate

• Cause/Effect

• Chronology

• Classification

• Comparison/Contrast

• Steps/Stages

Lesson 3 Math

3 PERCENT CHANGE

Question 1

A dress that originally sold for $120 now sells for

$96. The new price is what percent less than the original price ?

12%

20%

24%

33 1 3^%

TR IG G E R

Trigger: _______________________________________________________________

Question 2

If x is the percent increase from 3 to 4, for which of the following does x = y ?

Indicate all such answers.

.

y is the percent decrease from 4 to 3

.

y is the percent decrease from 12 to 8

.

y is the percent increase from 6 to 8

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3 R E SP ONSE

Write the percentage change formula: Percent change = difference

original ×100

3 RATIOS

Question 3

A can of nuts has almonds and cashews in a ratio of x : y. If there are z almonds in the can, which of the following represents the number of cashews?

y(x + z) y(z − y) xy

A certain jar contains pennies and nickels in a ratio of 7 : 4, respectively. After three pennies are removed, the ratio of pennies to nickels is 3 : 2.

Quantity A Quantity B

12 The number of

nickels in the jar

Question 5

The ratio of a to b is 3 to 4.

Quantity A Quantity B

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3 R E SP ONSE

Draw a ratio box on your scratch paper.

3 AVERAGES

Question 6

The average salary of 12 employees at a certain ﬁrm is $35,000. If the average salary of 8 of the employees is $40,000, what is the average salary of the other 4 employees?

$25,000

$27,000

^$27,500

$28,000

^$30,000

TR IG G E R

Trigger: _______________________________________________________________

Question 7

The average score for half of the students in a class on a certain test was 90. The average score for another fourth of the students was 80. If the average (arithmetic mean) score for all of the students was 78, what was the average score for the remaining students?

52 58 64 70 78

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LESSON 3 MATH

SCRATCH PAPER SCRATCH PAPER

3 R E SP ONSE

Draw an Average Pie every time the word average appears in the question.

3

Question 8

Hours Spent Text Messaging

Hours per teenager Number of teenagers

6 1

8 2

10 3

12 3

14 4

The table above shows the number of hours spent text messaging in a week by a group of 13 teenagers. What is the median number of hours of text messaging per teenager?

9 10 11 12 13

TR IG G E R

Trigger: _______________________________________________________________

Question 9

Set A = {5, 5, 4, 4, 1, 6, 3, x, y}

The mode of set A, above, is 5 and the median is 4.

If x > y, and x and y are both integers, what is the greatest possible value of y ?

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3 R E SP ONSE

Identify the list and put the numbers in order.

3 RATES

Question 10

Rob and David live 200 miles apart. Deciding to have a picnic, they both start driving at 9:00 a.m., traveling in a straight line towards each other. Rob and David drive at an average speed of 30 and 50 miles per hour, respectively. At what time do they meet for their picnic?

11:30 a.m. 1:00 p.m. 1:30 p.m. 2:30 p.m. 3:40 p.m.

TR IG G E R

Trigger: _______________________________________________________________

Question 11

Working at a constant rate, Machine A produces x donuts in 12 hours. Working at a constant rate, Machine B produces x donuts in 6 hours.

Quantity A Quantity B

The number of hours it will take both machines working together to pro-duce x

2 donuts

The number of hours it will take Machine B to produce x

3 donuts

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3 R E SP ONSE

Write down D = R × T on your scratch paper.

3 DRILL

Question 1 of 8

Q is a set of consecutive odd integers.

Quantity A Quantity B

The average of set Q The median of set Q

Quantity A is greater.

Quantity B is greater.

The two quantities are equal.

The relationship cannot be determined from the information given.

Question 2 of 8

At a certain factory, each worker either drives to work or takes the bus. The ratio of workers who take the bus to work to those who drive to work is 2 : 5. If 120 workers drive to work, how many workers are there at the factory?

300 240 168 48 24

Question 3 of 8

The average age of the members of club K is 22 years. The average age of the members of club Q is 29 years. The average age of the members of both clubs combined is 27 years.

Quantity A Quantity B

The number of members in club K

The number of members in club Q

Quantity A is greater.

Quantity B is greater.

The two quantities are equal.

The relationship cannot be determined from the information given.

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3

Question 4 of 8

If Dan had increased his average speed by 20 miles per hour, he would have decreased the time it took him to drive from his job to a certain restaurant by 25%. What was Dan’s actual average speed, in miles per hour, when he drove from his job to the restaurant? Question 5 of 8

Depth of Water (in inches)

Depth of Smith Pond

May June July August September October November

During a drought, the depth of a pond was

measured each month from May through October.

Each unit on the vertical axis represents 1 inch. If the depth of the lake decreased 20 percent from July to August, what was the depth of the lake in August?

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3

Question 6 of 8

Stan drives at an average speed of 60 miles per hour from Town A to Town B, a distance of 150 miles.

Ollie drives at an average speed of 50 miles per hour from Town C to Town B, a distance of 120 miles.

Quantity A Quantity B

Amount of time Stan spends driving

Amount of time Ollie spends driving

Question 7 of 8

The average of 2 numbers is x. If the average of x and y is z, which of the following is y in terms of x

Question 8 of 8 Earthquake Fault Zones

Average Annual

Frequency of Earthquakes 1986-1993

In the chart above, if the mean frequency of earthquakes in Zones One, Two, and Three is 8.0, and the mean frequency of earthquakes in Zones Four and Five is 5.5, then how much less than the mean of the ﬁve annual earthquake frequencies is the mode of the ﬁve annual earthquake

frequencies?

1.7 5.3 5.5 7.0 8.0

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LESSON 3 MATH

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LESSON 3 MATH

SCRATCH PAPER

3 SUMMARY

T R IG GE R “…percent change…”

“…percent decrease/less…”

“…percent increase/more…”

R E SP ONSE

Write formula:

Percent change = difference original ×100

TR IG G E R

“…ratio…”

R E SP ONSE

Draw ratio box on scratch paper.

T R IG GE R

“…average…”

R E SP ONSE

Draw an Average Pie every time the word average appears in the question.

TR IG G E R

“…median…”

R E SP ONSE

Identify the list and put the numbers in order.

T R IG GE R

“…speed…”

“…rate…”

R E SP ONSE

Write formula: D = R × T

Lesson 3

Verbal

3

Question 1

Bob is well known for being _________ because he frequently gives money to charities.

.

^critical

.

stingy

.

cunning

.

munificent

.

famous

SCRATCH PAPER

Your word/phrase:

Ignore the answer choices. Don’t plug the words into the sentence.

Steps for Sentence Equivalence Questions

1. Find the Story.

2. Come up with your own word or phrase for the blank. Write that word or phrase down on your scratch paper.

3. Check each answer choice and use your scratch paper:

✓

an answer that sort of matches your word

× an answer that does not at all match your word

? any word you don’t know for a maybe

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LESSON 3 VERBAL

3 GET A CLUE

Who or what is the blank talking about?

What information does the sentence give you about that person or thing?

The clue is the word or phrase in the sentence that indicates what word or idea must go in the blank.

His greatest talent was his _________ : his ability to lie to anyone.

Suddenly he _________ , and no one could tell where he had disappeared to.

Acclaimed by several important artists as a prodigy, Van Vliet was a sculpting _________ .

Th e _________ professor was so talkative that his rambling lectures would continue long after the students had left the lecture hall.

Tamson was so gifted a singer that her colleagues were often dazzled by her _________ and failed to appreciate her other talents.

Art critics have characterized Jackson’s latest work as a _________ of diff erent ideas, all thrown together with little thought of any unifying theme.

Th e _________ stories in Brown’s novels, which were written in the early years after the founding of the United States of America and are frequently the subject of contextual analysis by historians, are noted for their dark, forbidding tone.

3

Question 2

Filmmaking is a _________ effort, since the director, cinematographer, writer, editor, and many others must work together to produce a movie.

.

^creative

.

lucrative

.

collaborative

.

joint

.

concentrated

.

^glamorous

SCRATCH PAPER

Your word/phrase:

Question 3

As CEO, Mr. Bluvband distinguished himself primarily because he was more _________ than his peers; he remained calm and resolute even during times of immense volatility in the market at large.

.

^prosperous

.

stalwart

.

dismayed

.

^prescient

.

steadfast

.

^naïve

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LESSON 3 VERBAL

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Question 4

Although most species of ﬁsh off the southwest coast of Africa have died off due to the oxygen-poor

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