| 1. |
Mary's academic study enabled her to search for sources of problems by gathering large amounts of data to offer hypotheses for her research. |
| |
A. |
disabled |
| |
B. |
empowered |
| |
C. |
disenfranchised |
|
|
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| 2. |
Mary's academic study enabled her to search for sources of problems by gathering large amounts of data to offer hypotheses for her research. |
| |
A. |
erroneousness |
| |
B. |
fallacy |
| |
C. |
conjecture |
| |
|
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| 3. |
As a graduate student, she handled a heavy schedule, performing many experiments in collaboration with her classmates, thereby many cultivating friendships. |
| |
A. |
cumbersome |
| |
B. |
light |
| |
C. |
transparent |
| |
|
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| 4. |
As a graduate student, she handled a heavy schedule, performing many experiments in collaboration with her classmates, thereby many cultivating friendships. |
| |
A. |
individuality |
| |
B. |
autonomy |
| |
C. |
cooperation |
| |
|
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| 5. |
As a graduate student, she handled a heavy schedule, performing many experiments in collaboration with her classmates, thereby many cultivating friendships. |
| |
A. |
deconstructing |
| |
B. |
nourishing |
| |
C. |
decontaminate |
| |
|
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| 6. |
In graduate school, Mary strived to distinguish between theoretical and practical applications to understand the global implications of her field. |
| |
A. |
averted |
| |
B. |
avoided |
| |
C. |
endeavored |
| |
|
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| 7. |
In graduate school, Mary strived to distinguish between theoretical and practical applications to understand the global implications of her field. |
| |
A. |
balance |
| |
B. |
discriminate |
| |
C. |
parallel |
| |
|
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| 8. |
In graduate school, Mary strived to distinguish between theoretical and practical applications to understand the global implications of her field. |
| |
A. |
inhibitions |
| |
B. |
preventions |
| |
C. |
implementations |
| |
|
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| 9. |
In graduate school, Mary strived to distinguish between theoretical and practical applications to understand the global implications of her field. |
| |
A. |
undercurrents |
| |
B. |
generations |
| |
C. |
placate |
| |
|
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| 10. |
Moreover, her academic activities allowed her not only to strengthen her English language skills, but also to take many unique leadership opportunities that allowed her to broaden her horizons and become a high achiever. |
| |
A. |
recreational |
| |
B. |
extracurricular |
| |
C. |
literary |
| |
|
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| 11. |
Moreover, her academic activities allowed her not only to strengthen her English language skills, but also to take many unique leadership opportunities that allowed her to broaden her horizons and become a high achiever. |
| |
A. |
fortify |
| |
B. |
destabilize |
| |
C. |
weaken |
| |
|
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| 12. |
Moreover, her academic activities allowed her not only to strengthen her English language skills, but also to take many unique leadership opportunities that allowed her to broaden her horizons and become a high achiever. |
| |
A. |
command |
| |
B.
|
absolute |
| |
C. |
inferior |
| |
|
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| 13. |
Moreover, her academic activities allowed her not only to strengthen her English language skills, but also to take many unique leadership opportunities that allowed her to broaden her horizons and become a high achiever. |
| |
A. |
restrict |
| |
B.
|
expand |
| |
C. |
retract |
| |
|
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| 14. |
Whether she can contribute to society depends on whether she can remain conscientious, flexible and focused.
|
| |
A. |
abrupt |
| |
B.
|
thick skinned |
| |
C. |
sensitive |
| |
|
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| 15. |
Continual self-improvement through employment in JKL Corporation will allow Mary to see fruitful results of her work and, in so doing, make her life more meaningful. |
| |
A. |
tentative |
| |
B.
|
productive |
| |
C. |
temporary |
| |
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